
\rr:f. 



l->i 1 



rw, 



ni- 



^Tt 



.\<r:> 



(C\,''\ !■ -\HJ / ,--, 



- ^wT -^ ^•' 



rn 



"V 



]~V\J 






Digitized by the Internet Archive 
in 2011 with funding from 
The Library of Congress 



http://www.archive.org/details/sambrooksphonogrOOsamb 



'■ ■ ■ b 

SAMBROOK'S 

PHONOGRAPHIC SYSTEM 



OF 



MNEMONICS, 



SUMMARY 



OF 



CLASS TUITION 



Secosmd Sclitiioxi.. 

COPYRIGHT. 



LINCOLN : 

AKRILL, RUDDOCK AND KEYWORTH, PRINTERS. 

1889. 



JSI\ 




^ 



PREFACE. 



npHE Author's endeavour in the following pages has not been to write 
an elaborate treatise on Memory, but to illustrate in the most simple, 
brief, and practical manner possible, the principles which he has been 
engaged in teaching for some years past, and which have already won the 
hearty commendation of many of our distinguished Scholars and Tutors. 
By these principles many have been greatly aided in their studies and 
benefitted in many ways, and hundreds of students who never could retain 
numbers, have been enabled to remember numerical facts without difficulty. 

The Author begs from the reader a careful perusal of the work, and if 
possible a complete study and application of its principles, knowing that if 
thoroughly mastered and rightly understood, it will prove of great and 
lasting benefit. 

The Author is open to engagements to Societies, Schools, and 
Institutions to give a course of Lectures further illustrating the principles 
briefly explained in the following chapters. Terms, etc. can be had on 
application to J. Sambrook, West View Terrace, Lincoln. 



CONTENTS. 



CHAP. PART /.—NUMBERS. page 

1 The Nature of Memory and the Mind Powers which influence it . . 5 

2 Principles of Sound and Directions for acquiring them 10 

3 Preparatory Remarks upon the Principles 12 

4 Application of the Principles to the Memory of Numbers .. .. 16 

5 English and General History 20 

Biblical Narratives — Old Testament 26 

The Parables of our Lord 28 

Narratives and Incidents in the Life of our Lord 29 

Biblical Narratives (continued) — New Testament 31 

Distances of the principal Places and Cities of the World .. . . 32 

The Areas and Populations of Countries 33 

Chemical Elements, their Atomic Weights and Specific Gravities. . 34 

Chemical Analysis of the various kinds of Food 35 

Accession of English Sovereigns from Egbert to Victoria . . . . 36 

CHAP. PART //.—IDEAS. 

1 The Relation of Words to Ideas 42 

2 How to Remember Ideas 43 

3 How to Remember Words 47 

4 How to Remember Sermons 60 

5 How to Speak without Notes 62 

6 How to Remember School Lessons . . . . 67 

7 How to Learn a New Language 68 

8 How to Remember a Book with once reading 75 

9 How to Remember Verses 77 

10 How to Remember Names 79 

11 How to Remember Faces 82 

12 Geographical Memory, or, The Memory of Places 84 

13 How to Remember Mathematical Formula 88 

14 How to Learn Shorthand go 

15 How to Remember Isolated Numbers 92 

16 How to Remember the Calendar 94 

17 How to Peform Feats of Clairvoyance . . 95 

18 The General Association of Ideas 96 

19 The Physical Cultivation of Memory . . 99 

Glossary of Words, representing numbers from i to 1,000 .. .. 105 



INTRODUCTORY. 



Chapter L 



The natiLve of Memory^ and the mind powers which influence it. 



N 



OTWITHSTANDING the keenest investigations of 
Physiologists, Memory still remains a mystery, both 
with regard to its nature and its operations. The brain has 
been repeatedly analyzed, and its varied operations studied 
under every conceivable condition, but the means by which 
it receives and constantly reproduces its impressions is still 
a secret, and mere conjecture is all that remains to satisfy 
the enquiring mind in this field of thought. But if we can- 
not discover what Memory is or how its operations are 
performed, we may see what Memory does, and be able to 
some extent to observe what laws or principles influence or 
govern its operations, though we cannot see or understand 
the operations themselves. Thus it is well known that one 
of the primary principles or laws governing Memory is that 
of Association. The Memory of itself is able to receive 
thought in connection with thought, jtrSt as it afterwards 
reproduces them. This is done without any mental effort, 
without any act of the mind, without any direction of the 
will ; but spontaneously and purely of itself the Memory 
links together thought with thought, fact with fact, and 
place with place. The Memory has this power in itself, and 
cannot but obey it; hence it is sometimes called a law or 
principle of Memory, a power peculiar to the Memory. 
But space will not allow us to dwell upon this well-known 
attribute of Memory, and we therefore pass on to notice 
other peculiar powers of Memory equally remarkable with 
that of association. Take for instance its '' Universalit}^ of 
influence." This extends over every part of the brain, and 
not onty over mean's intellectual powers, but over all his af- 
fections, his sensations, influencing every part of his nervous 
system ; for we have not only a Memory of what we think 



or what we conceive, but a Memory also of what we feel, 
what we smell, what we hear, or see. Thus Memory cannot 
be absolutely localized and referred to any particular organ, 
but like sunlight it pervades every part of our intellectual 
hemisphere, imparting to every faculty a mysterious power 
of resuscitating and living as it were over again every 
circumstance of thought and feeling. 

Another remarkable feature of Memory is its Con- 
centrativeness. Though the influence of Memory is so far 
extended, yet its power of receiving permanent impressions 
is very limited, and cannot be perfectly exercised upon many 
subjects at the same time. The Memory receives the most 
durable impressions when its powers are concentrated upon 
the reception of one truth or one idea at a time. If half-a- 
dozen words or ideas are placed before the Memory at the 
same time, it will fail to definitely grasp and retain them ; 
but let the same words be placed before the mind by one or 
two together, and the Memory will easily acquire them 
without any great mental effort. Hence we see that though 
the Memory can contain much, and though its treasures 
may embrace many subjects, yet in the reception of ideas 
its powers are exceedingly limited, and need to be fully 
concentrated upon one thing only if the impression is to 
be a permanent one. See Rule 1, chapter 3, " How to 
learn words." 

Another power peculiar to Memory is its Suggestiveness, 
the peculiar, mysterious, law by which the recollection of 
one thing is the cause of our remembering another. This 
natural suggestiveness of Memory is of the greatest aid in 
the work of its cultivation, and should afford the greatest 
encouragement to those whose memories are feeble. To 
enable the Memory to perform its work of reproducing ideas, 
the assistance it needs is very small — a touch, a glance, a 
word or thought, will often recall a whole train of events. 
See a child, for instance, repeating Poetry : it stops at a 
verse end, the Memory seems inactive, its operations are for 
the moment stopped, until the prompter behind whispers 
but a word, and then the Memory continues to unroll the 
screen of its impressions. Thus we see, that to enable the 
Memory to perform its work, and reproduce those treasures 
which we commit to its charge, it is not necessary for us to 



trouble about the whole. All that we have to do is to take 
care of certain vital suggestive parts of that which we 
commit to its keeping, and if we occasionally reflect or keep 
a watch upon these, and are thus able to recall them, the 
Memory of itself will supply the rest without our caring 
and keeping w^tch over the whole. 

Having glanced at those qualities which Memory pos- 
sesses in itself, we shall now briefly notice those mental 
powers which exist independent of, but which exercise an 
influence over the Memor}^, and which, if rightly directed 
by the will, have a tendency to improve Memory, and assist 
it in its various operations. The first mental power which 
we may mention under this head is that of Comparison. 
By the faculty of judgment we have the power to institute 
comparisons between different things and ideas, and by this 
process the Memory is trained to remember the points in 
which ideas are analogous or opposite. Thus the Memory 
untrained, as in the case of a child, may see two pictures or 
representations of anything, and, their general outline being 
alike, may not recognise or remember any difference. But 
when the Memory is aided by a trained judgment, as in the 
case of an adult, the Memory not only recalls the pictures, 
but through comparing them one with the other it likewise 
recollects the various particulars in which they are alike, 
and in which they differ. Thus we see that our powers of 
comparison, if studiously developed, cannot do otherwise 
than develop our powers of recollection, especially with 
regard to minute particulars of facts and things. 

Another mental power greatly influencing Memory is 
that of Reflection. A man who never reflects — who never 
looks within the storehouse of his Memory — who altogether 
neglects the acquirements diligently treasured there — may 
find afterwards, when he dpes want to use them, that the 
dust of neglect has obscured them, links in the chain are 
missing, and the vividness and definiteness of their first 
appearance has been worn away. The treasures of the 
mind, like all other treasures, require attention if we would 
retain them in all their original utility and beauty. 

Another power also greatly influencing Memory is that 
of Combination, the bringing into activity different powers, 
different senses and feelings — all to be exercised in the 



reception of ideas. Thus to remember all that we could 
about a flower, the most untrained mind would spon- 
taneously and unconsciously emplo}' this combination of 
different powers in order to effect it. Thus the sense of 
smell would be employed to remember its fragrance, the 
sight to remember its beaut}^ the ear to remember its name, 
and so in the reception of knowledge respecting everything^ 
the more faculties we bring into operation to receive it, the 
more inseparably will it be linked in the Memory, and the 
less likely to be forgotten. This rule not only applies to 
concrete objects, but to facts and ideas. Ideas even impress 
our various faculties more extensively than is sometimes 
supposed. No sooner do the perceptive powers grasp an 
idea than that idea impresses m some measure our whole 
nature, exciting our admiration or contempt, and imparting 
various sensations either pleasurable or otherwise, and thus 
the more play we give our various faculties in the reception 
of ideas, the more widely we allow them to impress our 
whole nature, the more links will Memory have by which to 
hold them, and the more perfect will the natural and 
spontaneous association be. 

The above remarks lead us to notice another Memory- 
aiding power, that of Perception, the faculty by which we 
perceive or grasp all knowledge, and it is now well known 
that our memory of truths greatly depends upon the condi- 
tions under which we first receive them. If during the period 
of study the student is fatigued or listless, careless and in- 
attentive to the teacher or subject, little will be remembered, 
and that little soon forgotten. But let the student have a 
deep interest in the subject, a consciousness of the value of 
the knowledge to be imparted, a mind with all its faculties 
fully aroused, and an observation keenly directed upon 
every particular of the subject. Under these circumstances 
the perception of knowledge will be perfect, the mind and 
Memory will be in an impressible, sensitive, condition, and 
as a rule the knowledge so acquired will be long remembered. 
Thus the primary consideration for the student and the 
teacher is the first impression. The utmost care and 
attention possible should be given to the conditions under 
which the reception of knowledge takes place. As the 
Agriculturist prepares the soil for the seed, as the Photo- 



9 

grapher prepares his plate for the impression, so should the 
mind Hkewise be carefully prepared for the reception of any 
kind of knowledge. This should be done, in the case of the 
young especially, by some preliminary conversation, reading 
or discourse, upon the special branch of knowledge about 
to be taught them. Its purposes and importance should 
be fully explained to them, and any particulars respecting 
the history or characters of the persons who had excelled 
in that particular branch of knowledge, would greatly 
stimulate their interest, increase their attention, and thus 
make the knowledge less isolated, and the memory of it 
more durable. 

With these remarks upon the various mind-powers with 
which Memor}^ has to do, we introduce the reader to the 
more practical side of our work, and in describing very 
briefly and simply the various rules relating to different 
subjects, the foregoing principles and mental powers 
enumerated will bear some part more or less in every rule, 
according to the subject treated and the faculties to be 
specially exercised. 



10 



o 



u 









>^ if 






a ^_ Q = 



.23 C3 
u 






^ S ^ fe 



§ 0. « 3 

'5 ^ P ^ § 



S i 2^ < ^- ^ 



^5 - 

ill 









Bo W 

■So .,- 



5o;d w«"^-- -^ 



5 o c 



^J^-^ 
f^'^.^ 



Ma" 



itUO bjOr 



;U' 



jn -s 



o c 



°c/20" 



^H 



<1 

Ph 

O 

o 

^ N 

M S 

O ^ 

o 

CD 



O 

< ( 

Z ( 



DQ 



" o 5 

<+-, a. 

° So 

rt 2 n 

•Si- 

5 <" <" 

O CTJ 

^:5 '^ 

■MM 

gx; cs 



<u u ? 

l-s-l 



^ „ o ^ ^'- '^ a ^ c - ^ ^- ^ 



""£.£■£ 












<i3 ^.'-^ L- S 53' J^ "^ '^ i(] .^^ jy S rt • 5? a. ' 



-C^. 



< ^ 

■- c 

CO C 



^ c M:^ 



oj ^ £ 



° S •"'2 






^ S E 



eE 






<u M a .„ O c^ 



5 P 3 



m 



5 -a 






- P3 C3 - 

■M _ u o-Q b 
O 3 O =JTi>5 



; 3x1 c c 



.5^ c~-" 

!> 'O PS oj r 

^ «jfe .M £ 

is = 1-2 












^S2 

c o _ 



Cw«a3ajXii.uS; 



o «W.^ g 















<U oTE S-- S S C u^ ^ i;„---0 J^ C M-J CO ^-„,^ „ ^ 



p'^?c2^o^|a£?c^|Qg,'^^== 



J3 M -n 



H^-5 



cut- UuUUUUU 

(Ua=l 3p333p3 

^tl £ i^ IZ £E fe i£I ili 



^ o a c - c 

W 3 3 -g g 

M o o ^5 



11 



.:£ o cu 



""^ 6 a ,o ^^c 



cu 



^ j_. OJ 



^ ^ bc-o c -rt - S^ S -C o 03 - 






^ - 



x: 



<U i; r-i 1) 



>% 



O 'g M 'T33(D OjO'ZI 



>^ c 'T3G. ::^o =^ u-^^ cu^ *^ ., 






O <U 



mOh rt -^O (ij^-M 



TJ 



S ^ O V. ^^ .O -^3 



o " (u ps c .a; - '-I 















'- rt. -S^S'^ ^-^ CJ= ^Ji r-^ ^ ^ ^ 



^ S-S «^^ l-SJ ^l-S IS ^^ t^ -"^se'gs 

o ^o 2= .g^ ^.^^ ^1 >g .c^ .S^^So; 

2 ^° rtOJ ^S2--*">^ 4jO CbD ^(U S^jcs—^ 

S -52^ «o J2'^>. ga^ otj} "-n ^^ GOO-^OJ 

G a)C-> ^"3 Su Gq^ ;S<u -3 5 SPO V c 3 ^^ 



H ^ H ^ S 



12 



Chapter III, 

Preparatory Remarks upon the Principles. 

T T will be seen from the Rules that the principle of the 
Figure method is entirely Phonographical, depending 
purel}^ upon sound, with one or two exceptions. Namely : 
when syllables sounded almost alike are spelled differently, 
as in the words Pesti/^/;^^ and hvixhMlance ; or in the words 
'S>X.Vident and Pheasa;^. In this case the spelling must always 
decide it. Where the (n) is sounded with (e) it must be 
taken to represent 9 ; and where (n) is sounded with (a) it 
must be taken for 1. 

The Rules comprise ten different classes of sounds, 
entirely distinct from each other, and these are used to re- 
present our ten numeral Figures. The more the Rules are 
studied the more evident it will be that the relationship 
established between Figures and Language is entirely natu- 
ral ; and that between the sound of each numeral and the 
class of sounds taken to represent it, there is a natural 
similarity, which the judgment will always readily perceive, 
when the mind has become familiar with the principles. 

It should be borne in mind that when the vowel in any 
syllable has not its long open sound, the signification must 
be determined entirely by the sound of the consonant which 
is most fully expressed in the S5dlable ; as in the word (Live) 
the vowel i is not fully sounded ; but the consonant v is the 
sound in the syllable most fully expressed, and the word 
(Live) would therefore stand for 7.. 

It should also be borne in mind in studying the Rules 
that the terminating sound of syllables should always be re- 
garded as their principal sound, when no vowel is fully 
sounded in the syllable ; but whenever a vowel has its full 
sound in a syllable, the Figure must be determined by the 
vowel only, and not in any way influenced by the con- 
sonants. Take for instance the word (Pike). In this word 
the U is sounded, and if the vowel i. had not its full sound 
the word would stand for 6, for it would be pronounced as 



13 

Pick ; but the vowel i being fully sounded it must therefore 
represent 5 according to the Rules. So with the terminating 
sound of syllables. In the word (Fit) two consonants are 
plainly sounded, F and T ; but the terminating sound must 
always decide it, and the word (Fit) therefore signifies 8. 

It is desirable that the Rules should be studied in close 
connection with the Mnemonical key, and for a time at least 
with the key always, if possible, before you ; because the 
Rules or Principles are embodied in the ke}^ Every number 
in the kev is represented by a word formed according to the 
Rules ; and in like manner every key-word according to ihe 
Rules sounds its own number. If you look along the line 
of words in the key from number 1 to 91, it will be seen that 
in the terminating syllable of every word the figure (one) is 
sounded and represented according to the classification of 
the Rules. So in the next line of words from 2 to 92, the 
terminating syllable of each word shews the varied repre- 
sentations of the figure 2. The next from 3 to 93 gives the 
different representations of the figure 3. So every line of 
key-words will serve as a guide in shewing the different 
classes of sounds in our language to be taken to represent 
each numeral. It will be seen that in each line of words in 
the key, almost every terminating syllable in the line is 
differently spelled ; 3'et between each there is a similarity in 
their principal sounds which will shew the classification of 
the Rules to be justified and natural though they might 
appear arbitrary at first sight. 

It is advisable for the Student to familiarise himself 
with pronouncing numerals by themselves instead of sound- 
ing them in combined numbers, as such a practise is a great 
help in mastering the principles. For it will be seen by 
looking at the Mnemonical key that the key-words do not 
sound the numbers as (twelve, twenty, thirty, forty, &c.); 
but they sound the figures separately as 1.2 by Canoe. 2.0 
by Crusoe, 3.0 by Negro, 3.5 by Beehive, 6 6 by Pickaxe, 
&c. This principle embodied in the key will also prove a 
great assistance in learning the key, when it is necessary to 
learn it, as is the case in the Lesson upon Ideas ; at least it 
will prevent the key, when it is once learned, from being 
easily forgotten, and it will also ensure a readiness of re- 
collection and an ability instantly to recall distinct ideas 



u 

connected with it, which no other Mnemonical key will 
allow. For a Student using an}' other key not based upon 
this principle, wishing to call to mind and instantly remem- 
ber the number of any key- word without reflection is almost 
impossible. If asked to do so, he would probably have to 
think of what word went before it, or what word came after 
or repeat a few words in connection with it ; but if any 
Student who has thoroughly learned this key, is asked to 
give the number of any word, the answer would be given 
instantly. For should the number of the word Beehive be 
asked for, the answer would be shewn by the word itself to 
be — three five. And this is done without any effort of re- 
collection, because the answer is not dependent upon the 
Memory, but upon the knowledge of the principles by which 
every key-word is made to suggest its number, and likewise 
every number to suggest the word. 

It is strictly necessar}', as this system is based upon a 
principle of sound, that the Principles should be practised 
in an audible manner. The Student will find it a great 
assistance to frequently test himself with the ke}' by select- 
ing different key-words, and without seeing the number in 
connection with them endeavour to tell what figures they 
signify, by carefully pronouncing them, distinctly sounding 
each syllable by itself. It will be remembered this is the 
method adopted in the Classes, in order to test the Student's 
knowledge of the Principles. 

Sometimes it may happen that a Student's rules of pro- 
nunciationljmay slightly differ or appear to differ in one or 
two particular points, from those acknowledged in the ac- 
companying Rules ; but it will be seen that the method 
easily admits of a little variation in this respect to suit the 
custom of any pupil, without in the least affecting the great 
principles of the S3'stem. 

In translating figures into words, treated of in the 
Second Lesson, only those sounds must be employed which 
are mentioned or referred to in the Rules. There are 
sounds in our language which are not embodied in the 
Rules, because they do not contain in their pronunciation a 
similarity to the sound of any numeral. 

It will be observed from the Rules that in connection 
with this System only words or syllables are taken to repre- 



15 

sent figures ; and this is one of the many notable features of 
its superiority over other systems based upon a combination 
of letters and figures. Those students acquainted with Dr. 
Grey's or Feinagle's Systems, or any of the innumerable 
modifications of those Systems, will readily perceive its 
value in this respect. Passing over the difficulty of such 
Methods in forming letters into words, which has been too 
widely felt to need any comment, it will be readily seen that 
letters when used in a distinct and isolated manner are as 
difficult to remember as figures, even if this invaluable 
principle of sound were also employed, which however is not 
the case, but even by the association of single letters with 
figures the difficulties would have been the same. Suppose 
for instance that the letter u be taken to represent 2 as they 
are alike in sound and their relation in this respect is 
obvious. Still the letter would be as difficult to remember 
as the figure, because it contains no idea and is void of the 
properties of association. But now instead of taking a 
letter which has a similar sound, work according to these 
principles by taking a word which has a similar sound. 
Suppose for instance to represent 2 we take the word (Shoe) 
and by doing so we instantly secure an idea for the mind to 
lay hold of, and the word (Shoe) would as readily suggest 
the figure 2 by its sound as the letter (w) would ; but while 
the letter would be difficult to remember, the word would 
be ver}^ easy because it contains an idea or picture, and has 
therefore the property of association. This is why. in con- 
nection with this System, letters are not used in a distinct 
and isolated manner ; but instead words or syllables only 
are used whose principal sounds resemble the sounds of the 
numerals they are taken to represent. 



16 

Chapter IV. 

Application of Principles to the Memory of Nnmhevs. 

The application must always be two- fold, both Mental 
and Verbal. In associating words signifying Figures with 
any Fact or event, the two should be so combined that in 
the recollection of them the mind will have something to see 
or to think of, the Tongue something to repeat, and the Ear 
something to hear. Thus facts will be fastened upon the 
Memory by a threefold connection which we know " is not 
quickly broken." 

When it is desirable to remember Figures expressing 
some particular fact or event, such as the Distance of a 
Place or the Date of a Discovery or Invention, first the 
Figures must be translated into a word or words and then 
connected with the Fact, by a Memory Sentence, or Asso- 
ciation, embodying a mental picture or some striking idea 
relating to it. The sentence must be as short as possible 
and so formed as to be entirely dependent upon the words 
expressing the Date. If this is done there will not be any 
necessity to remember the verbal order of the sentence, for 
if the idea of the sentence is made to hinge upon the Date- 
word, the recollection of the idea will be sufficient to bring 
the Date-word to mind. 

Take one or two examples from English History. First 
example: " Agricola sails round the British Isles and 
proves their Insularity," A.D. 84. The object is to re- 
member the Date 84 in connection with this event. 
First select a word which will express the Figures 84 
according to the Rules. If the key is consulted it will 
greatly assist you. But do not always use the Key-words, 
even if suitable, because such a course would in time pro- 
duce confusion. But if the Key-word is not suitable, pro- 
nounce the key-word repeatedly to yourself until it suggests 
a different word, but one expressing the same Figures. In 
this instance, instead of taking the Key-word for 84, which 
is (Grater), we take the word (Greater), which expresses the 
same Figures, but which gives an entirely different meaning. 
We 'now connect the word (Greater) with the great Geo- 
graphical Problem which Agricola solved as to whether 



17 

Britain was an Island. Association : (For his sail round 
Britain, Agricola was the greater). 

8 4 

Now it will be seen that there is no necessity to re- 
member this sentence verbatim or in a certain order. If the 
idea is remembered that Agricola was greater for his Dis- 
covery, it is sufficient to bring the word expressing the Date 
to mind. Thus it will be seen that to remember Dates by 
this Method the Natural Memory is in no way burdened, for 
the recollection of Dates simply resolves itself into the re- 
collection of interesting ideas. 

Take another example. St. Patrick first preaches the 
Gospel in Ireland, A.D. 432, expressed in the word Forti- 
tude. Association : (St. Patrick for his Mission needed 
great fortitude). 

4 3 2 

The above ilUistrations come under the first Rule of Application.. 
We shall now proceed to the Second. 

There are hut two Rides of Application. 

THE FIRST RULE 

Consists in selecting a long word the syllables of which ex- 
press the Date complete in itself. 

THE SECOND RULE 

Consists in using a number of words — from the key or other- 
wise — to express the Date, when it cannot be expressed by 
one ; and to prevent any possibility of confusion, so form 
the Memory Sentence or Association that the Date-words 
are always the last in the sentence. 

Take the following examples by the Second Rule of 
Application. 

" Death of Rufus in the New Forest," 1100. You take 
the 100 only. Association : (Rufus was killed by an un- 
known foe.) 

10 

The last three syllables give the Date. 
Magna Charter signed 215. Association : (Magna 
Charter was a new won prize.) 

2 15 

The Spanish Armada 588. Association : (The Armada 
carried many a Pilot's Hat.) 



18 

It ma}^ here be noted that when the s comes in at the 
end of a syllable simply indicating the plural or the posses- 
sive case, and not constituting a distinct sound, it must 
always be dropped as of no significance except to complete 
the sense, as in the words Pilot's Hat. 

This Second Rule of Application is more pliable and 
more frequently used than the first Rule. It will also admit 
of application by Rhyme if desirable. Take for example 
the Universal Deluge, 2348 B.C. 

MEMORY VERSE. 

The torrents descended, 
The sea bounds gave way, 
And enveloped in floods 
The Universe lay. 

2 3 4 8 

It will be seen that in fixing in mind the above dates 
from English History, we have omitted the thousand only 
using the last three figures ; and the same course may be 
always safely followed, as one with any knowledge of History 
at all will be able to fix a historical event to a 1000 years, 
and will know that the Destruction of the Armada did not 
happen in the 6th Century but in the 16th. 

GEOGRAPHY. 

The application of the principles to Geographical and 
all other numerical facts must be the same, simply com- 
bining the Figures and the Fact together by a strikmg idea. 

Suppose you wish to remember the height of a mountain 
or the length of a river. You search the Glossary at the 
end of the book for words which will express the numbers, 
and then associate as before. Take for example the height of 
Snowdon, 3,590 feet. Association : Snowdon, see lies in snow. 

3 5 9 

Take another example. Ben Nevis in Scotland, 4,400 
feet. Association : Ben never murmurs oh no. 

4 4 

If is desired only to remember the hundreds and thou- 
sands of feet, then the combination is still easier. Take for 
example. Mount Carmel, 1,500 feet. Association: The sea 
touches Carmel, one side. 

1 5 



19 

Same with the length of rivers. Take the Rhine for 
example, 780 miles. Association : The Rhine down man}^ a 
cascade flows. 

7 8 

To give the hundreds of miles only, is easily done. 
Take the Volga for example, 2,200 miles. Association : 
Vulgar Zulu. 

2 2 

Should the student have occasion to remember figures 
in a form not specially treated of in this or the succeeding 
chapter, it is expected that he will use his own ingenuity in 
endeavouring to perceive a method of application ; as many 
have used the principles to remember numbers in connection 
with their own daily occupation or profession, and have 
derived great assistance from them. Suppose, for instance, 
it is desired to remember a person's address, or the number 
of his house. You select a word expressing the number, 
and associate it with his name. To remember the Ledger 
page also, where to find any person's account, may be ac- 
complished in the same way. With regard to the recollec- 
tion of accounts or sums of money, as Pounds, Shillings, 
and Pence — one word should be taken to represent the 
pounds, another word for the shillingfs, and another for the 
pence, and the three combined in their proper order. 

In the extended list of applications which make up the 
succeeding chapter, it is not intended that the Student shall 
invariably confine himself to the use of any Association. If 
a better one suggests itself, let him by all means use it. 

The Mnemonical Associations or sentences should not 
be learned by heart, as already shown in the second para- 
graph of this chapter. If the main idea hanging upon the 
date words be remembered, it will be sufficient. 

The Author has been reluctantly compelled to leave out 
many Associations which he had prepared for fear of making 
the book unnecessarily large and cumbersome ; but if the 
Student has to fix in mind any numerical facts or dates not 
included, the following will suffice to shew him every variety 
of Association, and by the aid of the Glossary of Words ex- 
pressing numbers, given at the end of the book, he will have 
little difficulty in forming Associations for himself. 



20 



o 

CO 



0^ 



c« 





^ 




02 






h 


p^i^ 


<; 


bf) 


K 


^ 


o 


^ 



r-^ '-e o 



O •-! 






2 .2 I Ph 



^1 






S'^ 



^ '^ r— 



i^ ns <^ 

$s ;;^ f-^ 
O O Q 



C6 13 
1 , CO 



>^ o 

^ . o 

§ '^ 

-O o 

rj CO 



'ci '^ 

CO ^ 



■X) CO 2 .- 



0_i <X) CD 
CO ^ O) 



CO CO 
'S Tj "fJZi CD 

-^ ^ ft H 



Q . tH ,-1 CO 

«<;■■■ ■ ■ 



(53 

pi 



Ph 



§0 2 



O CD 

CD ^ 

r^ O 

EH Pn 



O O 



-go 



r^ CD 



^ O c3 rH 



r-! -D -i-= 



•^3 (X) 






m -^ ^ 



H .r-H 

c3 



3 



C3 O ?^ 



CD O 






CD r^ 
CO O 



CO 



o 



-1-^ !-; ^ 



F, eg 



<D 



CO 






•^-i r-t ^ 






"-j 03 CS <Zj 



P^ 









CO o 

ft h^ 



CD 
O 

CD 
5h 

O 

P5 



ft :5 

il 

Ph '^ 

CD -4-3 

CO q:l 

g^ 

o -1^ 

•^ ft 
CD 





• 


5C 


























^ 


CO 






^ 






o 








9 






a 


CO 












^ 


C3 






c3 






O) 








.P 






r^ 


CO 

2 






fcr. 


. 




c3 

CO 






c5 


CD 












1 


i:^ 




o' 


^ 






1 — 1 


o 






• .—1 






^ 


CO 




,_, 


CO 






r-^ 




br 


_o 


CO 

CD 






^id 


3 












O 


C5 


•F* 


c3 


1^ 




p^ 


^ 






f-H 






CD 




c^ 


C) 


I^ 




TJ 


ci 


CO 


1^ 




r—; 




^ 




^ 


1 


ft 


CB 


CO 

CO 


i 


"^ 


g 


CD 


O 


o 


Td 


CO 

brj 


2 


O 


CO 


_o 


CO 


CO 




1 

CO 


CD 
b£ 




CO 


'cD 


eg 


o 


'rH 




CD 






-1-3 


'^ 


CD 


'^^, 


> 


• 7^ 




CD 
O 


O 




eg 
CO 


ce 


CO 

:3 




^ 

9 


'^ 


2 


'cD 

Eh 


be 




'^ 
^ 


o 


1 


cr^ 


CD 


t>- 




OQ 


6 


Ut. 


■^ 


X 


Ct. 




cq 


^ 


1 — i 


-^ 


irs 


o 




o 


o 


t- 



ft 



c6 

"So 

ft 
o 



o3 
O 
O 

OJ 

JH 03 G 

o ^; ■§ 
CD ce S 

a '^ ? 



H EH 



CO 



ce ce 



o '^ 53 

^ C3 cC 

.^'^ r^ ^ 

q:1 ^ CO 

^ r^ 2 

H ft E=^ 



21 









o 


. 




^ 


e 


s 


■4-= 




CE 


f— 1 


03 


Oi 


cc 


o 


r-i 


^ 


ts 


• rt 



s 


0) 


s^ 




c3 


^ 


s 


r^ 






in 


,o 


r3 






><1 


rr:^ 





HI 
t 



tJD 



_ Q 

g t>- <^ o 

O CO CO ^ 

e t- 'X o 



Si 



-5 ^ 



Old 



cS .-±1 



o 



CD 



9? n:5 



? 2 

£ S 



^ o 

CD „ 

3 o 



CD CD 

O O 

CD CD 



CD 



53^ 



o 3 -3 ^ 

5^ cS j=i c3 



tej 






o 






• 1 




. O) 1 


c3 


CD 


> 


^ 


O 

CI 


;S 




c3 


O 


--a 

CD 


CD 
T3 


^ 


^ 


<n 



1 


. 


i§ 






o 


c5 


cd' 


02 tS 


=+^ 


3 




32 


1 — 1 




C" 


O 


02 !72 O 


O 

to 






-3 




9 



02 r— ? 

CD S 
CD 



^ n^ > 






cc 






ii.pquqSHS<:1Pa 



K^ <1 <1 H 



CO O '00 O -— I -TjH 

§ 2 :2 2 ^ ^ 



^1 Cq C^T CM CO CO -O q^ CO CO ^ ^ ^ 



CD 



^ s ?.> 
goo 

^ O O 

^ ;>j ^ 

CO -t^ H-3 

^ > > 

'P *IlJ 

Q ^ P 



^1 



h i 
^ 1 

SI 

s 



'^ 



o 
o 

02 k1 

QJD a; 

c5 .. 



'^ CD 






p^ 



CD 
O 



3 P le 



.a a 
to ^ 



O O "^ 



r-H CD 



P-l "^ 






fH '"^ ■-* f~, o r-j 






g ^ CQ r^ .~S 

f-i r-i 1-H nd -r:^ 



S ^ 



S 2^^ 



CD 
P^ CD 

Ph H 



c3 
Q 



eg ;_; 

m l-H 

a £> 

o P 

r-! CD 



cc c6 



S PM n^ S 



o 



n3 



CD 

o 

^ 2 



CD "Eb 

O "" 



o ^ 

rH O 



H EH tn 



CD ^ CD ^ (X) "^ S 
^il'^ufS-^ CD ^ CD OjULT '-'^'^ 



o ^ 5 

CD ^ ?H ^ 

p; 03 q;) (D 

ai ^ r^ Z;^ 

^ CJ „ 02 

o ^ 2 =« 

^^ ^^o 

-I ?H p cc 

ce p: cd s 

0^ O ^ LT' 






r^ P 



-+0 "^ -^ 



o -*- 

■+^ 02 

•^ o3 



O >5 



22 


















p^ 













^ 






c6 






nd 






CD 






-4^ 


^ 


1^ 


JH 


^ 


cc ^ 





' 


<D ""^ 


M 


-(-3 


CO cc 


cS 





:c % 


cu 




CD 
f-l 





3 


f-l 



^ ^ s a g 

•^ g o ce -^ 
^ <! pq o ^ 



C4^ 



O 



?> s 

(D O 
"> CD 



CO 02 



^ 



C3 



O 

ce ^- ^ 

CD O r/3 , — . 
Q CD <D 

a S, -^ '^ 

CD <D "" ■"' 







?H 






CD 


^ 




^ 


.2 


CC 


CD 


'^ 


c3 


CD 




^ 




■'-' 


fl 


■? 


?-i 







ce 




<^ 


a 


' — ' 







03 




Hi 


• 





P- 


;_, 




CD 


P 


w 






■— ' 


"0 


-t-i 


^ 



O ^ CD _^ 

Q ^ ^ P^ <j ^ 



03 CC > 

CC ^ p^ 



-a 

2 







r^ 


rH 


<^ 


p 






_^ 


rO! 


<D 


p 


P-< 


^^ 








5-1 


CD 




(—1 





«4-l 


CD 



S 


cc 


-td 


r^ 


CO 









^ ^ P3 


g 


bi: 


PJ 


rn 



rP -^ ^ C3 4j 

Q <1 ^' pq 02 



H T-i 00 CD t^ T—i O 

:5 X 00 -dH 1— I CO -* 

•-* CO CO CO -ti -rH ^ 



t— GO ^ t^ <^ G<l 



o CO L^ ^-j ^^ ■— :t'j; 'i^ L— ^v w vj 

CD— iCOt^t>-t^OCiO:)T— iG^CO'rti 

. _LJ _LJ _U --4J -H-l -.^ 1^ »(~S i^ 1^ 



^ ^ ^ -^ -tH 



^ ^ ^ 



b- '* CTi CO 

CO 
10 »o iO 



t^ CD 00 (M i-i 

^ -^ ^ t- CD 
^ iO xo ^ ^ 






y:l 



H O 

P CD 
CD 

CO 



^ o 
c3 



02 



CD 










g 




r^H 






'$ 




^ 










^ 


CD 










^ 


G 




^ 






cS 




OD 


r:; 


CD 


"^ 


t3 


03 




r^ 


(23 


CD 








-l-= 


.9 


^ 


c3 


rO 



rr-! >^ 



CD .;-i 



O fl 



CD ^ 

_6 ° 
•'I °l 

jO CD P 

^ ^ :i3 ^ 
^ PQ pq W 



o g 



Ih^ 



CD 



P-i 



CO 


j^j 


^ 


ce 





CO 


P 


5-1 


CD 


o3 


r^ 


^3 


CD 




■4^ 
6 


C/2 


p 


E 



•g ^ 

CD .2 

■^ CO 



W H? fi S 



CD ^ 



c3 O 

Ph O 



p 






ce i5 CO 

■^ :? 2 

o Sb S 

(D P O 

'IS CD f^ 

CO "3 "^^-1 

P 5 c; 

•as p 

CD -M O 

-^ ?i '-43 

5^ qri !=5 

<-i 0,0 

"S i^ CO 

^ "^ '^ 

M cc Q 



2? 02 

^ CD 
<D > 



^ =2 

_P P 

CD 

_Q CO 

"^ ce 

^ P-t 
-i-= 

.5 CD 



^ p bo 

"Id 



fe-^ 



c^ O 



a» 



<D 





§ 


c/) 


F 


P^ 


r^ 


!>. 


«+-< 


«Pl 


c3 


'o 


bfj 











?-( 




02 




i 


^ 


CD 


bo 

^P 







3 


CO 


*r^ 




CD 


CD 










H 


H 


OQ 



23 



o 
o 

, o 

5^ 5-1 



2 I 



<1> ^ 



CO r-l ;-! 



CD 

a; 
&( 
o 



-5 O) 






H P H 






in H 



b£) 
P > 






ns 




CD 




■^ 


CD 






^ 


w 


S 












r-l 


a 









ci 


!^ 



o 



r^ ^^ 



pj o f-^ 






m 

O) 

o 
o 

o ! ^ 

CD fl 

O ^ 
b£^ 

CD r-H 






JH 


%A 






i 







w 





w. 


O! 


p^ 


C3 


>^ 


rrl 


CD 


'o 


s3 



CQ 



c3 1:3 — I 



O S 



CD t:! 



-a 



^;d 


















<!) 




a 


>-» 


t>^ 












02 

r2 


r3 


<D 


CD 


<Xi 




cc 


a; 


?-l 




■^ ;:? 1 





D2 a ^ 1 















o ^ 
;±^ CD 






O O O -!:t^ ^ MH O 
O CD O D^ O O 1-1 
O" o o o o t- t- 



CO OD CC i-t) l-'t 

CM cq o ^ o 
t- t- I>- t^ t>- 



O' ^ 



^ b ^ 





ce 


ter 




a 






f3 


CD 


H 


fij 


^ 


K 





5 




C) 







X 






CD 


M 



CD -r^ 

p. ce 

<D 



n O 

^ P. 

bJD ;^ 

G (D 

5 o 



^ 



CD 

> S 



H ;::; p_i o 

<D ,—1 CD -t-^ 

S S > r- 

« O o ^ 



r^ O 



^ CD ^i 

■M (T) 

O ^^ 

bJ3 >. I 



CO 





"S CD 


H 


S ;o 


>~ 


Ph^ 


riO 


GQ pq 


Ti 


<D CD 


CD 










S-^ H-2 


CD 


«1-l '^-l 


> 



r^ P 



2 ^ 

r— H fH 

H ft 



^^ o 



CC ft CQ 



o 03 
ft H 



<D 



rr3 Ph 
O ^ 

r2 '^ 

^ m 

2 S 2 

^^ I 

O r^ 

•r; c 

So© 
ft O Eh 



CQ 

c5 


J 

s 

> 


31 
•S3 


Ph 


• <-* 


^ 1^ 


-+-= 




a ° § 






C3 CD if 




CD 


^ ?H r^^ 


.^ 


ft 


bjo ce s+H 


S 


c6 CD 













U* i^A 


ft 




CD CD c3 

H EH ft 



a 

CD 

^ CD 



biD ^ 



:3 rO 



OQ 



CD ^ 






o 

p-l 

ft O ft cc 



o 

03 CD 

.2 p 

f^ o 

3 

^ s 

<D |_Z! 

'^ CD 

o S 

ce o 

xn. i£ 



> 2 



bD.S '^e 






CD 




-^= 


1—1 


c: 


bD 


O) 


S 


bD 



cc K 



^ 2 

<D r^ 

CZ2 E- 



24 



bO 



(D 



CD 
^ m 



cr5 -" r, 



a;) 



■a; 



^ .S 



CD 
CD 





CJ 




'^ 




_i 


r^ 




© 




•^ 


-^J 






^ 


c3 

-Jl 




C 


"3 


• rt 


ce 


^ 


"S 


^ 




o -^ 






1^ 


•0£) 

C3 


a: 

15 


O) 


^ 






CD iX! 



! .^ 



^q PM pi; pq a 



02 

rH CD 

O EH 



o ^J 

O r^ 

2 I 

CD -r= 



CD 
EH ft 



2 5 



^ a> 



S S o 







>■ 




• 


r; 




,jij 


n:: 




■yj 






r^ 


&£ 




'-> 


." 




'fl 








"1?, 








-TS 


S 


F 










02 


c5 


^ 


^ 


;rj 



p ^ 






5 ^ 
fl o 



o o 



bD 



02 O 
CD CD 



CD -+^ ^^ '"^ o -J-: nd 

pq ^ «^ ^ ^^ ^ s 


^fi 


CD S pi '^ ;=! o:* -^ 


S ^ 


^ o § p3 ce ^ P 


-tJ r^ 


^ ^ ^_;5 PQ PQ tH KH 


in H 



g CO Ci 

ic ic CO 



r-i <M oq -* 00 
t^ t- t- t^ t- 

t- t:^ C- t^ t^ 



OOT-H'*00"*0'^COOt-Xi— iCOiC 

t-ocooocooocoDC^ooocrooo 
t>D-t:~t>-t:^l>-t:-t^t:-l::-t-i>-Q0COGO 



bD 



02 



,X5 

o ^ 

«+-( CD 
CD >^ 



^ O 



C6 



CD 



O 
f-i 

CD 
bJD 
ce 
>^ 
O 






f=i ^ '^ 
'^ ^ r2 



c5 -O 



CD 



o 

CD ^-^ 

o § 

;^ 02 

CQ 02 

m .CD 



O ,P1 
2 ^5 

c3 -^ :^ T^ 

.2 K3 -"^ O 
^ CD r^ > 

® 2 ^ 

S rS 3 2 

^ §6^ 



^ fl bD 

O O CJ 

Cm ° •^. 
g ^ o '^ 

p-i 



-^" o 



CD 



CD 



^.S s 



0^ r-l --3 "^ 

a 2 ^ 3 

CD ce '^ cj 

. S bJD^ 

■^ CO '^ CO 
1-7-1 _ S _ 



bJD 
CD 






H K o 



CD > 
. CD 







^ 


n3 




r^ 


CD 




■^ 






P-I 


*-+3 




HH 


^ 


a 


p— 


1— i 


CD 


rH 


*;::3 


rH 


c6 


bD 


>-\ 


P— ; 


si 


o3 


rS 






s ^ 


r^ 


"To 



hH V? -^ -r? 



c3 ._ _ 

r-^ -+^ P-l rr-n 

2 "^ t4_, o; 

g^SlI § a = 

:3 g ^ ^ '3 -s g 

^„ . a: ?f 2 P eg "3 

^ K" '^ !+^ .J^ Pi 5+^ 

't js^ s ^ ^ -^ j:^:^ 



r^ ^ ^ 



t:^PH^h-^PQPQPQK3^Q 



25 




aaoGoaoGOcC'QOGOXaoooaooocoooooooooooooooQOooooao 



T— I o t:^ c:) CO 

CD <X> O CO t^ 



Ul 



o 


<T) 


-H 




^ 


O 


CD 


^ 


-^ 


0| 










ce 


CD 


Ti 


n 


rj 


S 






f") 




ai 


Q 


CO 


5+H 




isn 


1^ 


o 




• 2 


OJ 


CD 



^^ 

o ^ 

^^ 

3 =3 

CO CC 

CD O 






Ph S cc m 



ce^^l^^ 









M 



02 ce 

^ CD 



iH r^ GQ H H 



CO fl 



o 2 



0) o 






r.r; q^ "o 

^ J ^ ^ 

p. ^ ^ M ^ ._^ 

O >^ P -1-3 c^ 

O ^ ^ eg S S 

,cq ^ ^ g ce ^ 

^ .s §o •§< 

r-=; CO ;^ o) g CD 

O (^ hS H -3 EH 






CD '^ 



ce Q 

^ O ^ 

o N ce 

O CD ^ 

CD :3 OT 

'O: jQ <i 



26 



s 

en 



p_^ 


Q 


o 






Ph 




o 


• 


o 


ZQ 


H 


O 


« 


k 


w 


•i-H 


Ph 


-"^-^ 


w 


cd 


K 


;:h 


^ 


;h 


^ — ' 


cd 




;^ 




,.^ 




OS 




o 




•I-H 








r^ 




'r-^ 




pq 





o 






1^ r^ ;-^ 

> -^ ^ 

CD o 

>^ .S ^ 

C6 «^ 0^ 



bo , 



^ ^ 



O O) 



OJ 



c6 g ^ ^ 



o ^ 



fe P-) 



o 



CD 

bo 



" O 



2 2 



o 


^ 


CD 


r^ 


-l-= 






^ 






rH 






C3 


> 


o 


oT 






2^ 


S 


CD 


'ss 


g 


'S 


5-1 

-4-= 


-+0 




i 


t^ 



-^ r^ 



^ ce 






'li CD '" 

O rH q; 

o o ^ 

CD ^ 



05 

CD 

o 

03 c3 



CD ^ 



^ o 



tn 






O O 



4^ 




bi) 




rH 




CS 


■OD 










M 






fLi 


"o 


O) 


O) 


CD 






—5 




o 


K' 


o 


^ 








o 





>- 




?>• 




o 


j2 




"^ 


^ 




a:i 


rn 


=+H 



^ 



o cd 2 



m 



O c3 O 



!< rH i-H CN CO rH G<] 



^ 



cS p; f-i 

O) r^ 



m 



::j n:j I — i 
bD o 

O O 



o Q > 



bJD O) 

bD [V] rcj !:h 

r-! 03 • rH rH 






P-i O) 

O) CO 

Cf3 O 

O WH 



^^ c^ a 

J5 03 o 

P.CQ O 

g O) CD 

:« Ph H 

CD O) 03 

r^ r^ ^ 

H EH H 



27 










CD 1 


ns 


^P ^^8 


2 




a5 


o 


3 


o 


^ 


s '^ 


(—1 


^ 


OJ 




B 


CD 


o 


M 


rH 


o 


^ r^ 









^ 


CD 




^ 


^ 




T3 


-l-= 

p 


_■+= 








CO tc 


13 




rt 


02 



?:i ^ r-. c§ 



-^ S id o o 
iJ::^ CD '3 -^-s _2 _2 
O H ^ PQ cc oQ 



o 
o 

<D 



Oi 


m 


t> 




c3 


<X> 


(D 


§ 


r^ 


cS 



03 



H O <! H 



i .1 1 



^ ^ rH 















eg <X) 



,— I -+^ 0^ 



S cS ^ .S 

:n --^^ 

r:;^ 1^ "3 ^ 

^q c^ ce ce 
EH P 02 Q 



w ^ 



o 



Ph rH 



H 02 



<D 02 "^ 

^ "ce "^ 






•|o'ill|-2 

^ fl _o ^ _^ :- 

• -! CD r^ c6 0^ O 

CD :s r:^ ;::^ ^ o3 






2 y 



P 'Tj "o 



CC CD 



28 





-^ 5 






































^-:^ 






















o ^ 






















^ bc 


























CD 






















2 




















2 CD 




o 






>^ 














08 rj 




. '~l 


m 






CD 














puts 








• 


-tj 




















it 

w 

is 

9 o 


S5 

C . 


tD 

o 


CD 
O 


CD* 


CD 
O) 
CD 

O 


c5 


O 

o 


O 
O 

o 
o 






O 


o 

a: 

CD 
.2 




.5 

02 

"5d 




.2 


2 




QQ 

rc O 


^ S 

i"^ 


s .-1 sf s a 

.r. d P •-' CS 




1 — 1 CD ". 


c3 


CD 


03 


CD 
CD 






> 


c3 


t 

o 

O 


o3 

1 ^ 


o 


ke saw no figf 
ok, the Sama] 
ok for the sih 
ke's widow is 
ke married H 


ok at the Pro( 
ok, the public 
zarus the ang 
ok, how the s 
istard and see 


c3 


CO 

O 
CD 


CD 

-^ 

O 

c3 

CD 
o, 

CD 


02 

CD 

i 

0^ 


CD 

2 


02 

1 


CO 

ce 

13 


a; 

3 




2 taj 


^ 


E3O0dPO0c30^ 


f-( 


r-^ r^ 


iJH] 


Eh 


r-t 


o 


^-H 


•B s 


^q^^qH^H^H^h^h^H^H^^ 


H H H 


H 


. — ■ — . 


EH 


P 


q 


o 




pj • 






















< t> 


cooiooo^^ooooco 


CO 


CD CO 


CO 


XO iC 


,_l 


cq 


d 


cc 






1—1 


Cq r-i 


rH 


G<1 Cq 


cq 


T— 1 


rH 




!^ ^ 




;_, 
















rt 


^ s 


2» 


s 














2j 




^■2 

3 'r! 


i3 




r 


: r 


- 


- :■ 


: 


- 


S 

^ 


cc 




o 


1 
















Ph 






















o 


5 g^ 




















^ 


a >. 

5t 




















^ 






















g£^ 





































c3 e ^ 
-M *-- t;^ 



O 
n3 



SZo 

,J0 =4H '— • 



o 

CD 
O 


CD 

u 
ci) 


good Sama 
piece of sil 


o 

P-I 


-1-3 

02 

CCS 

CD 

bO 
c3 


O 

1 


c3 

CD 
CQ 


(X) 


r; 


CD ^ 


!^ 


n3 
O 
5h 


ce 


^ '~] 


ai 


^ o 




t— 1 




H 


w 


H M 


h-i 


(^ 


P^ 



.03 .S 



■?:^ PS. 

CD O) 






';^ 03 



CD CD CD 



^ ^ ^ 



S ^ ^ ^ ^ ^ 

H fS EH EH EH EH 



CD <t3 

13 o 
§c§ 

(D CD 



29 



o 






^ ^ 



02 



•i-H 



P 



c^ 

?> 
O 

s 

o 

CD 

o 



c:5 


c5 




'p 






C/2 


^ 


a> 


<D 


> 


_P* 


•p-M 


r-l 


-f^ 


OS 


i 


;-^ 


?H 


""* 


05 


'^ 


^ 


•S 



fQ 



;=; -^ 



cy: 
> 



P • 



02 









-5 o ^ ^ -5 ^ g 



. -H ,-4-= 



Q 







Oi <X) CD 'I' (D O 



CD 

H ^ H H H H 



•1^ 

^^^ 1^ -^^ 

-> S CD ^ 5P c8 

^ CJ CD 02 5 M 

-Sll^-S g 

^ o -g nd I -^ 

CD (D "jU CD d 9^ 



^ ^ ^ ^ -^3 .ii; 

H Em O H H, fi^ 



^ co-*T*Hococot^i>-t^ao30QOci 



CD 






r^ C_) (D 



;::l '"' ri^ o .^ 



2 >^. -=! 

3 CQ -I— I ^J5 



Zfl 






CU Q r^ ^ 



Eh eh g 



03 CD 

2 "^J^ 

■^ 2 '5 "^ "S "3 

5^ ^ a; i-j, n 

-, •'-I tH4 »2 

^ 2 g r, ^^^^ 



-tj 03 F" . 



S > 



<D CD O fH <D <D O) 

EH EH EH 3 EH Eh EH 



30 



•s 


ce 


CD 


-2 

7^ 


CO 


'S 


^ 


OJ 


■5 


O 


;3 


cu 
n 


1 


2 


S 




r-! 


^ 


;-! 


^ 


■CD 


-^ 


oi 


o 

o 


w 




^1^ 


n 


n 


0) 






3 


p> 




O) 


5h 


a> 


r^ 


.j^ 


H 


m 


H H 



brj 



T^ 








CO 




m 




6 






1 


=4H 




-i-= 






to 






ill 






o 

o 


rs 




-4^ 


a 


■ "^ 












13 


n 


?2 




g 


p 


o 






o 


o 


CC 



H 



O c6 



CD 






^ CC 

CD -rl 
^ ^cc 

CC CC 



o 

y -4^ CD O P-i !^ 

^ O ^ o3 ^ ^ 

H Iz; H :^^ Q O 



^ 


i^ 


CD 


CD 


CD 




c1 


^ 


^ 




%-, 


'rn' 


;Z] 


o 




o 




r^ 


o 


>^ 


-M 






OJ 


^ 


^ 


CD 


o 


^ 




o 


(fi 


t-^ 


O) 


^ 


<D 



H ^ H 



O O O CC 



CQ '^ CO t- 










CC 
CD 




o 
















CD 














CD 




^ 






CD 










E3 














%^ 




n-1 






CD 
























ui 




S 




>-i 


CO 










■4J 
























ai 
























CD 


r-; 


CO 
CO 

CD 




*3 


S 

n 








g 










02 






-i-= 


-2 


M 




^ 










'^ 


ce 








3 






O 


2 


O 




o 


■CD 




^ 


CO 


CO 


n 




_co 




P:^ 


r^ 





n 


rH 


CD 


^ 


CD 


'> 




r1 


2 


CD 

CD 
> 
O 


1— i 




^ 




O 


*-+3 


o 




Gi 


O 

o 


2 


CD 
CO 




3 




' -^ 




o 




>-» 


5b 


CD 
CC 


o 


o 

CD 


o 


cS 


o 
o 


1 


CO 

^^ 
CD 


a 


c3 
n 


.2 

ro 


^CO 


o 

3 




CD 

i 


CC 
















n'< 


c3 






CD 










ci 


CO 


o 
o 


CO 




CO 


1 


rH 


CD 
CD 


n 


CD 


cr 


O 


_cc 




02 
<D 


H 


CO 


CO 


o 


o 






n 


CD 


•Jl 


02 




r/? 




Q 


Ph 


CD 


<D 




CD 


ZJ 






CO 

5 


CD 


ce 


CD 






CD 


s 


CD 


TD 


H 


H 


6 


H S 




6 


H 1^ H 


o 


3 


H 


pS H n 



31 

























.2 






























-^^ 






















'02 




a 






















q 




o) 






















s 


B 

03 


iz; 
o 


a3 


CO 














2 


.2 


1 








02 




m 






,1-3 


> 


02 


<1 


^ 




Ti . 




P 






«^_i 


rjl 


O 
^ 

^ 

O 


DO 


o3 

1 


a § 






^ 

s 


*-i^ 1 — 1 
%% 

•rH 03 

O) 3 





ci 
S 

3 


2 
3 

CD 


c6 

'fi^ 02 

OJD 02 


1 




i 

1 


it 


1 — 1 


fl 
^ 

CD OJ 

~l-3 H-=i 


ci 


CD 


;:3 a 
^ 


!=3 

•i-H 




!Ih 




ce 


a:) CD 


t^ 


-^ cS 


rs 


c6 


^ 


&D 5^ 


<1 


<I OQ ^ 


OQ 


Pl^ ^ 


^ ^. ^. 


H 


^. 


^. 


o ^ 


; 






; • 












'■ ' 


-*^ 




lO 


l>^ 00 


ci 


0<J 





zS t>^ 





oi 


^ 


(X) t<^ 


P? 








T— 1 r-l 


1— 1 


rH T— 1 


cq 


1—1 


CM 


<M cq 


o 


M 


^ 




















« 
>.-• 


§ 


O 
^ 


■^ 




' 




-^ 


•" 






:; :; 


ZCl 
























o 
























;s- 
























•r-H 
























-^J 
























t33 
























^ 
























^ 
























ce 
























;^ 










fl 


• S 
^ 














1 1 


< 
I? 








Pw 




rn^ 










•r-H 




.2" 

1? 


GQ 

o 







11 

•^ 




CO 




CO 


c3 

X So § 






B 


^ -3 


r^ 


ce -^ 


r^ 


c2 "0 


1^ 


"H^fe 


9^. h, 






c6 


O rj 


.2 
95 


«2 ^ 


.0 




2 




1^ 


li ^ 3 

fl 03 M 

C6 r^ 02 






fl ^-s 


> 


g J 


> 


f— 1 1— 1 


t^ 


1 


, r 


— 1 r— 1 






o ^ 


rt 


r^ 


:=; rs 




r3 


S 


:= r:3 






1— 1 







"S 





C5 c^ 


Hj 


ce 


c3 


ce ce 






<1 


^HOOPnOPlHPHHPlHCUPMa^ 



82 



o 



.2 ^ 






o 






c:^ 
















'-I 




n 


. • 








c; 








an 






















o 




o 


Ci 


;_i 


CJ 




^ 


O 


CD 
> 


-^ 


K 


IP 


CD 




=5 

CD 
0) 

1=3 


^ 




CD 


'*^ S 


0"rH| 




C6 


O 


gl 



^ cS 



O 

2 O 



ce o 



O =3 

S o 





^^ 






C) 


rH 


CJ 


■-H 


G 


n 






-u 


CD 










o 


^ 


OJ 


o 



M 


K^ 












o 


">< 






t1) 










CD 




(D 


o 


t> 


,_l 




'_^ 


CD 


„ fl 






^2 


■^ . -l-= 


"o 


03 


^ 


^1 





^ 




o 








6C 


r/) 




^ 


o 


o 


n3 








CD 






s::!^ 


g 


o 
o 


CO 
CD 



p^ -^ '^ S CO 



^ -5 '^ -^ d 2 S 



c/2 P 



cd CD 

o ; 

CD e: 
C3 o 

c3 



H^ 



B M 



rj 




o 








^ 




CD 


O 


1:3 


■d 
> 



CD 

c3 "^ y 

-^ "B-l ?^ 

03 O ^ 

^ CD 43 

ce Qj CD 

S ^ (^ 

-^ ^ ^ 

-^ ^ QQ 



CD 



CO 



CO 

CO , , 

9 -% 



^ > c> 
^ .-' 

^ i ^ 






O GQ S 



P^ 




S 








: 














; 








: 


: 




: 




: 


•^■^ 


55 


o 


6 


d 


(^ 


O 


00 


o 


T— 1 


CO 


h- 


CO 


lO 


r^ 


h- 


r^ 


T— I 


o 


o 


o 


,_^ 






M 


00 


o 




rN 


^ 


o 


r^ 


Ci 


00 


oo 


CO 


r^ 


ry> 


oq 


o 


on 


CD 


CM 


o 


00 


O 




U5 

CO 


00 




O 


o 


oq 


(M 


oo 


oo 


CO 




00 

oo" 


00 




t- 


00 






00^ 
r— 1 


oo^ 




<J 






T— 1 




























T— 1 








rt 


S 


cc 












: 






: 






: 




: 


: 












o 

































(^ 














ncj 
































CD 














r: 




































rH 






o 




























m 












c3 






1-5 




« 
























ni 




0) 








O 






i 




23 

P 

8 




J 


ce 


c3 
1 


CO 


^ 
S 


CD 
O 


n3 

o 
o 


CO 

CD 


"p. 


ci 


CD 

4-= 


_ce 






_ce 

ro 


_ce 


O 


_c3 

CO 


'!^ 


Ch 






^ 


S 


^ 


^ 




S-i 




c^i 


bxj 


O 


a 


fi 


<D 


f^i^ 




^ 


H-3 


13 


s^ 








<1 


H 


CJ 


o 


< 


t^ 


m 


f^ H 


GO 


P <1S 


m 


w 


< 


w 


OQ 


o 






















, 
























o 












; 




: 


: 




: 






: 


; 




: 




: 




; 


; 



ce 5 S^ 



(D 02 -M r-C fl 

c3 O o3 
Q Q Q 



CD .;::3 






o-l-l 



^ CD 

'^ CO 

;§ g S ^ ^ g 

H ^ CQ M iz; > 






CD -f^ -^ 

C/} Q C/J 



33 






zn 




1^ 


s 






S 
o 


• 


5" 


^ 


p^ 




o 


!i< 




s^ 


(« 


-t^ 


^ 


;< 


rr^ 


^ 


^ 


^ 


«^ 





xsi 

a 


O 


0] 




TJl 





o 


fl 


'7^ 


o 


7^ 


•1-H 


X 


■ rH 




fi 


c5 


^ 





S 


§^ 


b 




C3 





> 
'SiD 

O 


S^ 




r— ; 


fl 




-i 


a? 




.;2; 


-^^ 




^T^ 


><1 




O 


C=5 




S 



^ ^ ^. 






-i 5 



^ 5 



CD rs 

S S ^:^ 






c5 bJD 




>- 








S -^ 


K-j o 


r^ 


C3 f-i 


r-J Q 




Ph O 




^ 


OQ PM 


l-H O 


H 






r-! rj *^ 








-i-= 














-:^ 


—J 






o 


rz! 


:^ 


:7r 


-v 


CU 




Xi 






^ ~{ 


-4-= 


tp 


;_, 


o 


CI^ 






' — 1 


a:) 


P_J 




^ 


o 


















CJD 


^ 




en 






^ 


o 












3 



— - ■ _. CD ^ '5 

•s]^^ g ^ ^ -^ 

"S 'o ^ >: ■;? ^ 

PP a r5 .X c/2 pq 



ooooooooooo 
ooooooooooo 
o^ o_ o^ o^ o_ o^ o^ o o o o 

O" o" o' S CD <D <D o" O" o' o^ 
OOOOOOOOOOO 

ooooooo^oooo 

^'ti t>^ CO O CO 

rH CO ^ 



o o d 



00 CO O -iH t- T-l 
CO CO T-i C?5 



^:. o o 

o cT o'~ 

o o o 

o^ o o 

o co" -T 



o o o o o 

o o o o 
q^ o^ o o^ o 
'M co" c-t" CO oq o ci 

01 O OD CO 
T-H Cq tH 



00 00000-5 

oooooooo§ 
o^ o_ o_ o^ o o O O o 

- " .r ^ " CO^ T-T o" ^"^ r-i ^-' 

cq crq CM cq 



CD 

o 
o 

CD 
CD 

5 



p^ 


02 














M 


CD 
















1 — 1 














O 


l-H 


§ 






_:3 




13 




^^J 




?-l 


^^3 
m 




&£ 




?I3 


'r-i 


P^ P J^ '- 


p 


p 


CD 


CD 



pqfqcoCM^OH-<Ofq;i3 



a: rr:! 


ce 


jid =^ S 



p 


^ ^ ^.'^ 


S 1 g § .S^ 


P^ 










^ 3 O ^ ;:S 

K ^ ^z; ::q pq 





34 



a 

o 






o 



o 

CD 



o 
a? 



c^ 









O 0) 



^ ^ 



o 

O CL CQ 

P a a -"^ 









w 



c3 ^ - 

o CD M 

^ ^^ ^ ^ 

S r:^ Ph 72 <^ "^ 

O ^ ^ CP <^ O 

1-5 r^ lo n^l O o 



be cc 
O fp 



2 ^ 

o p 

















O 














, 1 


^ 














ce 


-u 














M 
















H 


<D 






























O 
CD 


^3 




1 -^ 


a; 


• 


_ 




Tj 


rH 




CD 

o 

_C3 




-1-3 


CD 

'-+3 
o 


a3 

CD 


2 
^3 


m 
O 


p_i 


•^ 




oT 


"—I 


_(j 


c? 




CD 










r-i 


> 


CD 


3 


O 


6 

CQ 




^ 


3 


2 



^ bJD 



o s o 
^ ,. o 



CD 



CD 

o 


^ 


1;^ 


US 


CI 


S 


^ 


ho 


r^ 


pi 


O) 


O 


r^ 


a 


,o 



o ^ 
CD O 

'r-t O 






00 ^C> 

O r-j O 

^ o -^ o cc -^ 

r-H --^ CO 



00 o CO t^ 

»0 CO -rti 00 O CO 
CO C^ ^ 1^ fM 'dH 



OOC-OG^i-^OOrHC^Ci 
CO 00 OJ 1— I 1— I -— C<1 CC CO L- 



bD 



CD »^ 

O CO 

!^ biD 
CD -rl 

3 0^ 



o 

CD CD 

^ 2 -4^ .3 



^ 






5-1 


^ 


?3 


CD 


bo 


,2 


^ 


'7" 


<x> 


-S 





^ n- '- ce rS 



cd --^ 

>^ 

CD 

O) 

!> 
O 

ce 

CD 






<a;i a> 

a s 

55 






d 

CD 



(X) s 

bD-r- 



CD 



.S o ^ p 



O r=l r^ 



p 



CD 

CD 2 

^ 5 



> 



o 
o 



35 



CQ 




















^ 






O 


















F— 4 














• 




O 














^ 




•rH 


















-C 














'S 


• 




^ 
-^ 
















§ 

-4-= 

c3 




Til 














^ 


-|j 


■ 


^IJ 














t:! 


^ 8 


o 








q3 






=S 


1 


13 
o 




. 


o 




%* 


O 

o 




2 




>• 


s 


K-^ 


a 


p 


CD 




^ 


^ 


^1 
II 

CD ^ 


.;=; 


a:) 

•!-H 


03 

<1 


"5 


-t3 




rH CD 


CD 


'1 


HI 

CD 


'-(3 


CD 






c3 


\^ 


C3 








1 S| 






P2. 


CD 


1 


S ^ i s 

l=i c3 CD <3i 

H Q o^ pq 


^ 
^ 




















'S 


















'f^ 


















G 




: 






.' ; : : 






: : 


o 












, 






o 


















-t-^ 




CD 














0^ 


^ 




^ 


.. 


- .. ^ ^ 


^ 


^ 


. . . , 


?^ 


VI 


-Ir^ 


















^ 
















3 

o 


^ 














P^ 


^ 


CO 


00 


»o 


CJi t- ^ CM 


-* 


lO ic 


(M CM rH 


'^ 


8 

tH 


-o 


CO 


CM 


rH 00 CO 


X) 


00 00 


00 Oi C5i 


«4— 1 
















o 


rH 




-4-= 












0^ 


--cs 




c3 












OS 


CD 




^ 














o 


^ 


m 


c6 


s-5 „ 
a £ . s. 


2 


- ^ 
^ ^ 


1 

o .. S 




1-11 




-(-= 

^ 

r. 


■4^ 

o 


IJ, 


c3 
CD 


CD 


2q 


1^ 


m 


2^ 
33 O 



36 

English Sovereigns.— Prelimioary 
Instructions. 



TT is strictly necessary and expected that every Student, 

before he attempts to learn the followino^ Dates, shall 
have thoroughly mastered the Rules or Principles of sound 
explained in the course of Lessons, so as to be able instantly 
to recognise the Figures embodied in the concluding words 
of each association. 

The learning and associating of the following list of 
Sovereigns, is one of the greatest difficulties that will be 
experienced in connection with the System. The reason is, 
that instead of being a succession of Historical events, which 
are always very easy to learn with these Principles, it is 
nothing but a succession of mere names in most cases with- 
out any meaning, and it will be seen that we have often had 
to invent a meaning, and to bring forth ideas out of many 
words, which might be generally regarded as having no 
meaning at all. 

To avoid confusion where many names alike follow each 
other, as the eight Henrys and the six Edwards, and to 
pievent the Student repeating the association connected 
with an Edward along with a Henry instead, is of great 
importance. With the Williams and Georges there is not 
much danger, as these are not so numerous or so intermixed, 
but with the Henrys and Edwards there is. To prevent 
this we have simply distinguished the two by a difference of 
association. The method adopted is, to make the first 
important syllable of each association connected with an 
Edward, to give the principal sound in Edward's name — 
{Ed) ; this will prevent the Student from confounding Henrys 
with Edwards. With Edward the First and Fifth, the above 
distinction is not used, the associations in themselves being 
sufficientl}^ significant, as Longshanks would instantly sug- 
gest the former, and the Tower connection would suggest 
the latter, to any one acquainted with English History at all. 

Each association connected with the first Sovereign of 
every new Line or Dynasty, contains, when necesssry, some 
striking word to suggest the name of the Line to which they 



37 

belong; as Tutor will suggest Tudor, and Pork will suggest 
York. Each of these words are underlined, as also are the 
words expressing the dates of their accessions, and also the 
words suggesting the name or number of each. 

The Student will perceive that through all these things 
having to be observed and embodied in each association, he 
will have to give more attention to the verbal order of the 
sentence than is needed to remember simple Historical 
events. This will be at once perceived by consulting the 
iUustrations in the Summary, and the reason is that in order 
to remember a Historical event, we have only to embody 
words giving the date with the event ; but with the accessions 
of Sovereigns we have likewise to embody the Line and 
name, and the number and order of each. 

In fixing in mind the following dates, the Student should 
not attempt to learn the associations in the ordinary way, by 
simply repeating them over and over again, though a little 
repetition is necessary, more so than with ordinary events, 
as we have before shown. What is chiefly required is 
thought, invention, and imagination. The seeing as well as 
the thinking powers of the mind must be brought into 
operation. It will be observed, especially by the Student of 
History, that every association puts before the mind either 
a humorous picture or a striking idea, or else it embodies 
some Historical significance relating to the person, event, or 
time referred to. What is needed is that the Student should 
clearly understand and grasp the idea, and bring the mental 
pictures vividly and clearly before his mind's eye, at the 
same time bringing to his aid everything he knows respecting 
the peculiarities of dress, armour, manners, and scenery of 
the place or time to which each association refers. If this 
IS attended to, it will take but little repetition to fasten the 
dates firmly and permanently in his mind, providing, of 
course, that he has before mastered and made himself 
thoroughly familiar with the Principles or Rules of the 
System relating to Figures. 



For the benefit of those Students who may wish to learn the Names, 
etc., of the Sovereigns in their consecutive order, the Author has prepared 
all the following 56 associations in rhyme ; each association being expressed 
in a couplet of two lines, and embodying a connection with the first 56 
keywords in their consecutive order. The rhyme arrangement is inserted 
in the second part of this work relating to ideas, and will be found at the 
end of chapter 3 on How to remember Words. 



38 



fe; 



a 

o 



5-1 



&D 



'Pm 



> 



=^ 3 ?^ 






c3 ^ 

CC CD I 



o 



■^ 


C6 


ro 
^ 


o 


«-M 


rrl 


r^ 


1^ 


n=? 


^ 


f? 


^ 








CJ 


fl) 


fT) 


^ 




^ 


6jj 






H H P^ 



o n 

CQ O 



• d 


n 


K^ 


rn 










ci 


w 




H) 


^^ 


ni 


^ 


O) 


-t-3 


TO 


erf 


r-i 


tU 


0) 


^ 




^^ 


;^ 


CD 


^ 










^ 


' o 


r^ 


cS 


CD 


!§; 



o 

o m 

bJD - 





^ 


a: 




Cl^ 












c3 


r^ 


1-3 




c/j 


S 














^n 


^CO 






d 





P» » CD 

CD ^ 

§ 2 

CO 



O 





(—1 








. 




"rS 


CJD 




CD 


"rd 






• 1— 1 


,^ 


-l-= 


fH 


o 
o 


rH 


rH 


^ 


>-j 


CD 


3 




^ 


^ 


•§ 




<^H 




'~~^ 


c3 


^ 


•r-l 




P 



o 



OD 

=4-1 (-1 

O O 
CD ""^ 

erf 



^ CD "^ 
^.^^ 

'I erf M 



^ -S d ^ 



CD <d 



H S ^ H <i S pq 






f==H 


rrs 


Ti 


rvi 








r^ 


r,-) 


n^ 


CD 


T-; 


Oi 


r-H^ 




rH 


o 


CO 


M 


c:) 


O 


i^ 


CD 




0) 






u^ 




cc 



1^3 CD JH 

II a 

r^ 'Z^ 'Ti 

P£l S fa 



S r-^ot>^c30rHi-H^'-*o^c3:)ioo6t>^ 

ft OOOOOOOOOOCOOOOOtiCiOt-OO 



■ r-l M 



O 



^ iTli ^J , 

^ ^ ^ ^ r^ 

CD CD O) CD CD 



erf -^ 



erf 
CD 



erf 
f-i 



5y3 ■-.^ '^^ -^^ ,^ ^ r^i ^ ' O ' O "O ■ *_J ■ ij -H^ 



C5 ♦rJ 
CD rH 

CD p} 




ce ^ 

jq ,^ fI^ OQ H 

^ BH <xi q^ O 

O (D r^ r-^ r^ 

Ph ^ -^^ -t-= -tJ ■ 

_ , """ ^ <-« "73 <-^ n:5 

>;iO_(S^^ t>5^ ^ ?^ ^ 

^^^5r-< Cl'^ ''^ '^ '^ 

a ^ ^ a ^ ^ ^ r^ 



O Ci O OQ !>■ t>. t>. 

00 Oi T-H t^ O Cvl t>- 

>— I 1-H c\i cq CO CO CO 



as 


^ 


o 


C3 


o 


T-, 


f^ 


?H 


;h 


r^ 


ci 


a 


o 


te ffi 



o 
O 



H W 



en 
I g 

S 

c3 



c3 P^ 



r^ h 



:=3 :=i H P^ 
^ ^ W ^ 



02 

O 



'p '~* 1^3 n3 IT? 'T3 

'^ >~, ^ ?H ?-i ^ 

1^3 ^ ^ o3 c^ c^ cS 

M ^^ K H H H 03 




H Ci CO cq 

<3 O i-t G<1 

ft CO -^ -^ 



CO CO 
00 00 



rd ill) 



-+^ 




^ 


o 




a- 


*Ph 


i 


o 


CD 

CO 


t 




'S 


H 





o 



r-H 1^ 



^1 






lO Oi t~ CO 00 
00 O ^ ^ ^lO 
-^ JO lO i^ ^o 



9 


CD 


^ 


^ 


-1-3 


^ 


02 


o 




a 




(—1 


^ 




m 


o 


QJ 


o 


Tl 




S 


<D 




^ 


6 H 



CO iCi o:> 
o oq ^ 

O O CO 



^ >p- 



W M 





> H 


tr^ t^ '^ r^ 




niJ 


iTJ nS 


>f>r^ 1B 


hH 


1 


c3 ro 


^ ^ 1 ^-^ 


CO 
CD 


^ 


^ r^ 


g p ^ C" N 


p\ 


n3 


^ .2 


W M W ^ W 


03 
H-5 





c3 




<D 


• 


^ 


hH 


^ 


m 


O 


CD 


g 


1 


s 


r^ 


o 


O Q 



41 



o 


. 




o 


rq 




CO 


r^ 




s 


^ 




1—1 


^ 




J_^ 


O 




o 


o 


. 


•^ 


Ph 


^ 










.2 




-^ 


CQ 


o 


,_, 










1-^ 




o 








g 


^ 


c5 


>^ 


zc 


Cp 


2 


a; 




J2 


j;; 


-4^ 


g 





m 

o 

o 




CD - 



'^ I CD .-r^ 



4^< 



" ^ o ^ P o ^ 

:3 r° !^ ^ 

fl - - f^ a; o 

p J ^ 2 :^ g 

i^H -M '^ "^ 

O) O CD 03 



CD CD CD O S .^ 

CJD CJD b£) t)D E§ J:) 

o o o o — -t^ 

CJ CD CD CD "^ .^ 

q o q o ^ > 



6 


o 


^ 


oq 


'^ 


t- o o 


o 


r— 




00 


'JJ 


o 


rH 


oq o c>q 


oo 


m 


CO 


o 


02 


b- 


t- 


t> t- 00 


00 


00 



I— I I— I p^ I— I 






(D <D CD (D W 

tJj &iD bi: bJD c^ 

fH ?-i ^ li^ ;ji; 

o o - - 

CD CD 



t>.<1 O O O O ^ h> 



42 

PART II.— IDEAS. 

Chapter I. 

The Relation of Words to Ideas. 

TV/r ODERN civilized nations express their ideas in words, 
while some of the ancients, the Egyptians for instance, 
expressed theirs by symbols. The transmission of ideas by 
this course was tedious, and only the primary features of 
events were recorded, the memory being trusted to fill up 
the rest. This accounts, in the opinion of some, for the 
marvellous memory power which the ancients possessed. 
In the absence of a written language their memory powers 
were constantly exercised and drawn upon for those facts 
which men now record in books. Again it is said that 
symbols are much more easily remembered than words, but 
we must remember that words are symbols. Words are 
used by us to represent what the ancients did by pictures. 
We use the word instead of the picture, but the general 
mistake with us is, that we fail to see the picture which the 
word is intended to convey to our minds. Words are 
pictures in themselves. This is especially true of the Saxon 
part of our language, and if words are now too generally 
regarded as mere abstract signs of ideas, it is due more to 
our false educational methods, and to the hurry, worry, and 
unphilosophical manner in which our language is taught, 
than to any inherent want of the picturesque in the language 
itself if taught in a right way, and on etymological principles. 
I hardly need to say that this has much to do with Memory. 
If we would remember ideas we must see them, though an 
idea may be what we call an abstract idea and have nothing 
in it by which the imagination could work or the visual 
powers of the mind be exercised. But if there be nothing 
in the idea for the mind to see there will nearly ahvays be 
found something in the words used to express it. Our Saxon 
words especially are replete with memory-aiding: qualities, 
and though our ideas may be termed abstract, our language 
never can, and if the pupil will take the trouble to carefully 
examine and look beneath the surface of the class of words 
referred to in the following chapter he will find that an 
etymological knowledge of words has more to do with the 
remembering of them than is generally supposed. 



43 

Chapter II. 

How to Rememhev Ideas. 

VTO two persons would express an idea exactly alike, 
though both might express it lully and correctly. The 
endless diversity of mind makes the same diversity of style, 
and there would probably not only be a great difference in 
the arrangement and selection of words, but also in the 
number of words employed, for while some persons have to 
make use of many words to express their ideas, others can 
fully express their meaning by the aid of very few. But this 
is the fact which we wish the reader to observe, that whether 
an idea be expressed in few words or many, there is always 
one word which lies at the root of the idea which forms its 
base or foundation, which has more to do with the idea than 
any other word m the passage or sentence has. This may 
be termed the germ or root word, to which all the other 
words are but auxiliaries, employed to express the idea more 
clearly. When it is the reader's wish to better remember 
any order of ideas which he may be reading or learning by 
heart, whether prose or verse, he should carefully examine 
the ideas as they follow each other and select from each idea 
the most striking or important word, the word upon which 
the idea rests. This word should be underlined, and if con- 
venient written in the margin exactly opposite where it 
occurs. Then read the idea carefully over, observing its 
connection with the germ word ; notice in what part of the 
page the idea occurs, whether in the middle, the top, or the 
bottom. If learning it, notice also the beginning and con- 
cluding words of each sentence, and how they follow each 
other, and in what relation they stand to the germ word of 
the idea ; notice also where the germ word occurs, and its 
position in the page and line. Observe these particulars 
until the matter is thus photographed upon the mind, until 
you are able to see mentally the matter before you when 
your eyes are taken off the book. 

We here insert an extract from Shakespeare's Merchant 
of Venice to further simplify and illustrate the selection of 
words just referred to : — 



STRAINED 



BLESSED 



SCEPTRE 



ABOVE 



THEREFORE 



44 
MERCY. 



Strange blessed Scriptures above, there. 



The.quality of merc)^ is not strained, 

It droppeth as the gentle rain from heaven 

Upon the earth beneath ; it is twice blessed. 

It blesseth him that gives, and him that takes, 

'Tis mightiest in the mightiest ; it becomes 

The throned monarch better than his crown ; 

His sceptre shows the force of temporal power 

The attribute to awe and majesty, 

Wherein doth sit the dread and fear of kings : 

But mercy is above this sceptred sway, 

It is enthroned in the hearts of kings ; 

It is an attribute to God Himself; 

And earthly power doth then show likest God's 

When mercy seasons justice. Therefore. Jew, 

Though justice be thy plea. Consider this : 

That, in the course of justice, none of us 

Should see salvation ; we do pray for mercy ; 

And that same prayer doth teach us all to render 

The deeds of mercy. 

Shakespeare. 



45 

The reader will see that the poet in the above piece 
brings out only four primary ideas respecting " Mercy," 
though we have here divided the third in order to more 
vividly impress the two opposite aspects forming the idea. 
The first idea expresses the copiousness of Mercy, and the 
germ word is " strained," an old Saxon word, though seldom 
used now in the sense in which it is employed here. The 
meaning conveyed here is that of filtration, the act of passing 
through a sieve or strainer whereby the rapid passage of 
the liquid is obstructed and it is made to drop slowly, to 
filter through. The poet here shows that this is not the 
quality of Mercy to descend to us in this manner, but it 
descends copiously as the gentle rain from heaven upon the 
earth beneath. Thus the reader will see that the word 
"strained" lies at the root of the poet's meaning, and it 
forms the connecting link between the negative and the 
positive aspects of the idea. 

The second idea respecting Mercy is its dignified 
blessedness. The primary word of which is " blessed." 
This word like the other reaches to every part of the idea. 
The moment you think of "blessed," the secondary ideas or 
thoughts which cling around it or which are logically con- 
nected with it immediately come to mind. You ask your- 
self, How is it blessed ? It is twice blessed. Why ? Be- 
cause it blesseth him that gives and him that takes. Hence 
its influence, — 'tis mightiest in the mightiest, and its dignity — 
it becomes the throned monarch better than his crown. 

The third idea shows the superior majesty of Mercy in 
contrast to all the grandeur of temporal power embodied in 
the sceptre. "Sceptre" is the primary word, connected 
with every part of the idea. The secondary ideas will be 
observed to run thus : (1) the sceptre shows something, 
(2) is an aid to something, (3) in this emblem doth sit the 
dread and fear of kings. Positive aspect : Mercy is above 
this sceptred sway. Why ? (Ij It is enthroned in the hearts 
of kings, (2) it is an attribute of God, (3) earthly power is 
most like God's when mercy and justice are combined. 

The last idea is the reasonableness of Mercy, and is 
logically connected with the preceding idea, and may there- 
fore be easily remembered without the aid of a suggestive 
word, but we have nevertheless underlined the word for the 



46 

purpose of illustration. The primary word of the idea is 
" Therefore," — the word hnks the preceding thoughts with 
the following ones. Therefore, Jew, because of these con- 
siderations exercise mercy ; reason calls for it, it is only 
reasonable to do it. Why ? Though justice be thy plea. 
Consider this : (1) That in the course of justice none of us, 
&c. ; (2) We do pray for mercy, that is each of us, every one 
of us ; (3) This fact should teach us all to render the deeds 
of mercy. Thus we see that these three secondary ideas 
are all logically and inseparably connected with the primary 
word of the main idea. In reading or learning anything by 
heart it is of primary importance to notice the logical 
sequence of ideas, compare them and observe closely their 
relation to each other. If this is done they will naturally 
recall or suggest each other afterwards. 

Only when there is a break in the logical connection of 
ideas is . it really necessary to select and underline a germ 
word, and this should be done with every first idea of a 
connected series. It should be particularly attended to in 
merely reading a book and wishing to remember the sub- 
stance of it afterwards ; but in learning by heart the assist- 
ance of underlined words may be used more frequently, as 
in the piece just illustrated. Then if the student prefers he 
may link the suggestive words together (or words sufFxciently 
like them to suggest them) into a sentence, as shewn in the 
illustration, if the piece or poem. which is being learned is a 
short one; but if a long one the suggestive words may be 
connected with the keywords, as described in chapter 3. 




T 



47 



Chapter III. 

How to Rememhev Words. 

(first rule.) 

O learn a series of disconnected words should never be 
attempted by mere repetition, but by Association, 
either artificial or natural. By natural x\ssociation we 
simply mean that natural relationship which the mind 
spontaneously establishes between different ideas by those 
points of contrast or analogy which are discovered in them. 
Thus the mind not only naturally associates things posses- 
sing points of analogy or natural affinity, as sun and moon, 
leaf and tree, boat and river, but it also quite as readily and 
naturally associates ideas having no points of analogy, but 
the most directly opposite in nature and meaning, as light 
and darkness, fire and water, black and white, hot and cold, 
&c. Students will know well how to utilize these two 
mental properties in learning ideas. But we find also that 
the mind or memory is remarkable for a third power in con- 
nection with memory, viz. : the power to recall words and 
ideas in connection with each other, though they may have 
no points of analogy, contrast, or natural afiinity whatever, 
provided that they have been brought before the mind in 
connection with each other when the mind is first made 
acquainted with them. If two such ideas are repeatedly 
presented to the mmd together, they become inseparably 
connected with each other, thus : " Pears' Soap," " Colman's 
Mustard," &c. ; but if more than two words, say half-a-dozen, 
were repeatedly presented to the mind in the same way, the 
result would be altogether different, the memory would not 
act so readily and so easily. Thus we learn that the capacity 
of memory is exceedingly limited, and if it is only fixed 
upon two ideas or words at once, it will perform its work. 
Hence we ask the student to learn the following list of words 
by the following rule, which embraces this particular 
principle of Memory : — 

Intemperance. 

Oration. 

Astronomy. 

Africa. 



48 

Business. 

Conscience. 

Elephant. 

Civilization. 

Parliament. 

Bring the words before the mind b}'' two together, 
(1) compare them, (2) fix the whole attention of the mind 
upon them, (3) notice the points of analog}^ or contrast 
between them, (4) reflect and consider what impressions or 
mental associations the mind spontaneously establishes be- 
tween them. When the first two words, Intemperance and 
Oration, have been thus compared, leave them entirely, do 
not allow the mind to revert to them. Then take Oration 
and Astronomy, compare them in the same manner. Then 
tnke Astronomy and Africa, and so with the others, thus : — 

Intemperance. Oration. 

Oration. Astronomy. 

Astronomy. Africa. 

Africa. Business. 

Business. Conscience. 

Conscience. Elephant. 

Elephant. . Civilization. 

Civilization. Parliament. 

The success of the above rule depends entirely upon 
only allowing two words to occupy the mind together. The 
attention should be concentrated entirely upon each couple 
of words as they are dealt with, never thinking of what 
words have preceded, until the last two have been compared, 
when the student can endeavour to repeat them, thus In- 
temperance will suggest Oration, Oration will suggest 
Astronomy, and so on ; should one link in the chain be found 
weak, or one word not forthcoming, compare it again with 
its fellow. By this plan the memory would be no more 
burdened to remember fifty words than tO' remember ten, 
because the memory is never burdened with more than two 
words at a time. 



49 



How to Rememhev Words. 

(second rule.) 

npHE preceding rule is based upon what we may term 
natural Association only, but the following rule which 
we are about to explain is based purely upon artificial 
Association. To enable the student to practice the rule 
effectually it is desirable first of all to learn the Mnemonical 
Key inserted at the end of this chapter, or at least a part of 
it, just what the student thinks he may need, but it will be 
always very advantageous to learn it all, as the memory- 
power it affords richly repays for the trouble of doing so. 
But it should be borne in mind that to use the key aright it 
should be thoroughly mastered, so engrafted in the mind as 
to become as it were a part of the memory itsell, so that it 
can be repeated either backward or forward without any 
mental effort. When this can be done words and ideas can 
be learned and taken into the mind with great rapidity 
almost as fast as they can be dictated or expressed. 

Before going further it is advisable that the student 
should learn the first ten key- words, and when able to repeat 
them easily either backward or forward, then proceed with 
the following exercise in remembering words. Take the 
same list of nine words as used to illustrate the former rule, 
and proceed as follows : — 

Associate the word (Intemperance) with the first word 
in your key, which is Drum, by bringing them together so 
perfectly before your mind, that one word cannot be 
remembered without bringing to mind the other. For in- 
stance, picture to your mind a large Drum, with a drunken 
man lying across it, a true picture of Intemperance. Thus, 
when you think of Drum you will instantly think of the 
word Intemperance. The next word is Oration ; you con- 
nect it with the next key-word (Shoe) in a similar manner. 
For instance, picture an Orator delivering an Oration about 
Shoes, and holding up a Shoe in his hand. Be careful that 
every mental picture is brought vividly and distinctly before 
the mind, and each association clearly seen and understood 
before you pass on to another. 

The next word is Astronomy, you associate it with the 
next key-word (Tree) by picturing a person with a large 



50 

Telescope studying Astronomy under a Tree. The next 
word is Africa, you connect it as before with the next key- 
word (Fur). You may say to yourself they don't need Furs 
in x\frica. The next word is Business, you connect it with 
the key-word (Knife). Imagine a Butcher showing you a 
Knife and telling you he needs a Knife for his Business. 
Next word is Conscience, connect it with the key-word 
(Fox). Think of some one telling you that a Fox has no 
Conscience. Next word is Elephant, connect it with the 
key-word (Sieve). Picture an Elephant pushing his trunk 
through a Sieve. Next word is Civilization, connect it with 
the key-word (Gate). You may say that a Gate is a sign of 
Civilization, as people never use them who are uncivilized. 
Next word is Parliament, you connect it with the key-word 
(Sign). Imagine a certain member of Parliament painting 
a Sign. And in this manner always bring as much in con- 
nection with the words as possible, in order to make the 
association more perfect and complete. Now, in order to 
remember these nine words, all that you have to do is to let 
your mind run over the key-words, beginning with the first, 
and the recollection of the key-words will bring the others 
to mind. The recollection of Drum will bring to mind In- 
temperance, the recollection of Shoe will suggest the word 
Oration. Tree will suggest Astronomy, and Fur will suggest 
Africa. And so you proceed with the others, and through 
their being associated in your mind with the key-words, the 
simple recollection of the key-words will bring them to 
mind ; at least, if they fail to do so, it is because you have 
not connected them before your mind with sufficient vivid- 
ness and distinctness. It will now be seen what a great 
advantage it is to learn the key, and the vast Memory-power 
you will always have at command when it is thoroughly 
learned ; for, just as the key contains 100 picture words, so 
it will enable you to fix in mind as many disconnected 
words, and remember them with only once hearing, by 
simply connecting each word with a separate key-word. 
Be careful that you make your associations both striking 
and complete, and fix the mental pictures vividly before the 
mind. Proceed carefully at first, exercising yourself with 
only a few words at a time ; practice the art of association 
constantly, and rapidity will soon be acquired. 



51 

The primary use of the Mnemonical Key is to enable 
the student to classify ideas or facts in any required order, 
and to retain any number of facts or events in their proper 
sequence, such as the Books of the Bible, the Kings and 
Queens of England, and likewise to enable him to readily 
reproduce them in any order or form in which the}^ may be 
required. Suppose, for instance, that a student learns the 
English " Sovereigns " by the second list, having the Key 
arrangement in rhyme, inserted at the end of this chapter. 
He will be able to answer instantly any of the following 
questions which may be put to him by an examiner respect- 
ing any English Sovereign. 

1. — Give the date of his or her accession. 

2. — Name the Sovereign who preceded him. 

3.— -Name the Sovereign who succeeded him. 

4. — How far was he in numerical order from the first of 

his line or dynasty. 
5. — How far in numerical order from William the 

Conqueror. 
6. — How far in numerical order from Egbert, the first 

Saxon king. 

The Key arrangement of the English Sovereigns is much 
more difficult to learn than the other, but to those who desire 
to have a thorough and intimate knowledge of English 
History, it has great advantages, and should be preferred. 



52 






a 

;-^ 
o 

,^ 

•i-H 

"bl) 



?, PP 



c3 



^ .2 ^ 



f. 3 



§ =^- .2 



CO CD C^ 
CO ^J^^ ^ 






O o 

13 fo 



o ^_ 

o ^ 
O eg 












CD hs. 3 CU "-^ "^ 2 

rvjH S<1 SP^ W12h 



CC 



d 


o 




g 


^ 
^ 








O 




O 


o 














_a- 




& 




ci 


> 




O) 


X 


O 


r- 




1 






9^ 


CO 



S 02 

o 
o 



c3 

PQ 



< E- 






CO 






^ ri 



m 



H 



B 



53 



c6 



J ^ 

'-< CD 

■<1 .^ 

CD ^ 

Ed -^ 

-(J 

^ 2 

;a EH 



'5 c 



b£ 



CC (X) 



'xfi 



o •— < 






^5 



^ n:3 

CD c^ 

^ CD 

^ ft 



CD 



£JD n-" 



H ft 






O 02 



c3 o 
CD H 

H <1 



■^ 


cc 


o 


S 




o 


c3 




CD 


rH 


f-i 


O 


Tj 






tSj 






H O 



&c 



o 












^ 


S 


o 


ai 


-1 


r^ 




m 


' — 1 




02 


^ 


o^ 


P 


■■"* 


s 




.3 


' — ' 




In 


^ 


n3 



OQ 



173 


■*^ 


o 


' — 1 


s 


C3 


o 










CX! 


g 


^ 


?-( 






r— 1 


rrt 


t-H 


9 


J^ 



o =5 

o ^ 

a; 
o 



CD 1 

02 bn 



02 ^ 



oi ^ n 






m 


Q 


fl 


nS 


^ 


P 


;::; 


CD 


HH 









-^ 

^ 



c3 



« 



5i 




>-] 


•Si 




-^^ 


pR 




1— 3 


2 




1— 1 














^-= 




' O 


>^ 


c3 


P^ 


^ 


^ 




-TS 


r^ 


H 


S 


K 



H K 



54 






o 

H O 



1^ '"^ S 
o ■ 



-4-= 

PS 

Q O 






JZ] 


S ce 


-t-= 


CC 


-1-3 

o 


-^ ^ 


o 


ra ^ 




'~o -^ 


rH 


u > 


o3 


c6 cS 


^ 


M M 



bo 



bJD 



t-i 


o 


rO 


o 


O) 




-l-= 


r-i 


5 




cS 




o 


p^ 






'•d 


n^ 


p-i 




ce 


ce 


ffi Wl 





(—1 








ce 


-^T 






bJD 












^_§ 


-4-= 




fH 


r^ 


-^ 


CD 


ce 





CD 


>^ 


5:3 


?H 


rj 


<X> 



■^ 2 o 



5 S 

is 



CD '-^ 

CD ^ 

f^r! "cD 

ce ^ 



H CQ 



0^ 



zn i 



op 

be 2 

ce eg 

^^ 

^^ ^ 



o 



o 
ce 

^ a 



>^ ce 

?-i ^ 

0) o 

CD ^ 

?-i ce 

o p, 

r- (Xl 



» 


^^ 


2 


!^ 

Q 5^ 


H 




)j 


<D 






-(-= ^ 


Z 

^ 


g ce 
,ce j^ 


d! 




^ 




H 


r:^ 




^fe 



ce 

<Xi 
-1-3 

C/2 



ce 



CD 1^ 

r^ O 



CD 
nd O 

"^ bD 



CD 



^M o 



-tJ 


1 7| 


(—1 








'OD^ 


p 







CD 


s 


ai 


f^ 


CD 


•^ D2 


t^ 


CD 


P-l CD 


■rt 




-1^ 

m 


ce 


s 


.^ 



c-H CO 

CD US 



ce 



'p 

ce 



P5 

O 

• 1—1 

ce 



1 




-^3 


ce 


H 


W 



f^ 






^ 






QJ 






!:3 






cr* 






fl 










m 
^ 




2 


fi 




^3 


P^ 




g 


s 


HH 


_ce 


^ce 


b 






?-4 






(-H 












s 


^ 


^ 


w 



55 



re ;z; 

re © 



5 ce 



o 


CD 


p_l 


-+^ 


O) 




^ 


^O 


CD 








s 


^ 


^ 


s 




'T 


0^ 


>-J. 


J~5 


'S 




2 



OQ H 



H 



rO 


CD 






© 








o 


1" 


fl 


'Ph 


CO 




-^J 


H 


O 


^ 







o o 



o 



^ 




-l3 


C3 


CO ^ 




-+-' 


_(J 


s 


g 


rH CD 


-1-3 


cc 


PJ 


o 
o 



>^ a ^ 



c6 



O 

o 



fl CD 
CD 



CD -^ 



CD 
+-= 

-^ CD 



•2 o 



o 

1 


CD 

1 


O CD 




,_! 


2 cS 


1 


1j 


3 "S 



r^ CO 

EH Q 
CD ^ 



11' 


:-i 


rl 


O r^ 


r^ 5b 


© TH 


g^ 


O -rH 


ffi^ 



8 


CD 


^ 


cj 






m 


Hi 


^ 


CO 




o 


CD 


O 


TIS 




vi 


^ 




CD 



c3 ^ 
c3 ^ 



0:1 c3 

p 

CD 






ft? 
c3 



OQ 



CD 



^ iTd 









I^ 











s 


t^ 




'o 







OQ 


1 — 1 


rj 


CM 


^ 


03 


— ' 







ns 


9 


C~ 


'o 


>- 



OJ 


t— 1 


'^ 


eg 


c^ 


f^ 


2 










-i 


I 


CD 


02 






' — ' 


ts 


TS 


Z-:^ 


© 





S 


5 


bp 




cc 





O) 








^ 




"Ttj 





-+j 




z/1 


a> 











^ 


' ' 



<o :z, ^ 



^ o 



H 



O CD 

03 J r=i 






o ^ 








g 








^^J 


CO 


CD 


03 


O) 


PP 


ffi 


t— 


t^ 


^ 


l>- 


CO 


cc. 






o 
1-^ 



P5 



^ 


^ 


rH 


^ 


<D 


n3 


w 


w 



TIJ 


"P 


n:3 






5-t 


c3 


eg 


eg 


^ 


^ 




n3 


-73 





^ 


H 


s 



56 







>Lr« 




-^3 


00 




>-> 


^ -^'^ 






-l-=> 


^ >^ ^ 


TJI 


;i; 


^^'^ 






o 




<X) 


-3 
o 


^ Qi O 


'N 




•3 ^ * ^ 

-^-^ ^ ^- CD 


Qj 




r-( CS 


?- TH 






TO Cu 
s o 



c3 "^ 






2 &D 






-sj 








> 


> 


r^ 


^ 


b 






fi 


a 


r^ 


j;] 


CD 


CD 


CD 


W 


w 


H-l 



S-l ',-1 

> J 



57 



•^ -^ r ^ ^ ^ 



a> 



. 


^ 


CO 


t^ CD 


^ 


- -^J 


O 


^ ^ 


5-( 


^ O; b£ 


<D 


*^ -r-l 


"o 


.oif^i 




_o 


^ ^ 



.;=; ■'-< o) 



o ■"* 

f-i rri 

all 






•3 1^ 

C6 J§ 



o o 
o ^ 



CD ,-±1 

CO c3 
O ^ 








-(-= 











-1^ 




^ 


tD 


m 




-M 


f-i 




^CU 


3^ 


"O) 




a 


•^ 




^-3 


^ 




G 


"Hb 


ce 




C/2 


'fl 


?3 








S 



rH CD 



■IS 03 

33 



CO 


>^ 


>^ 


^ 


rs 


^ 


0^ 



^ 


Xfl 






03 

CO 

^ 03 



n3 <1^ 



_ o 

:3 « 

^ en 

CD CD 

^ § 

CD ^ 

C^ CD 



02 Ji^ ;±; 

W 6 H 



^ fl 


C5 


fl 'S 








'cS t^ 


-<Ji 


-e us 




S 




^^ 




CM ;3 ™ 







^•^3 





o "" 

S CD 

^ i 

JS CD 



S '^ 
o '^ 

^ lis 
OPq 



o 2 

<D 'o 

-^ ■' — » 



p: 


CO 






1 


p 




%-\ 





o3 





<13 


CD 




m 


tc 






CD 


1— H 


^J 


^J 



-+- CD 
<D (D 



^ J3 

33 



« 



CO rj 



CD <D 
O o3 
^ c3 



C3 rd 

CD -— i 
^ §^ 
CD O 



(D S 



CD 
a. 

c3 

o 



1— 1 


l-H 










CD 






l-H 


> 




^ 






^ 


1 — 1 




P> 


^ 




q3 

CD 


HH 







1 — 1 
CO 


l-H 


<D 






3 


02 
CD 


CD 

03 
3 





CD 

3 


CO 

CD 
g 



58 



CO 






















c5 






O 


o 




'^ 


o^ 










o 


oi 1 


° 1 


-^ 






w 






-^ 


x> r' 


-*-= -4J 


c 


r^ ^ 


05-/2 0) 


^ ^ 


2"^ 




i:j 


a ^ 


OD P^ 


ce E2 


.^ <^ 


. <^ 


o ^ 


^-3 

CC CQ 


O) rH 




Q 00 







>^ 


s 






o 

f3 


o 


>^ 


1 


rO 
^ 


1 


> 


H 


"^. 


M 


6 


d 


d 


t- 


<:d 


CM 


CO 


CO 


t- 


X' 


CO 


00 






CD 


<v 


(D 


O) 


fl 


tD 


bJD 


t* 


cyD 


c3 


^ 


f-l 








O 


o 


O 


o 


1 — 


© 


(D 


CD 


CO 


^ 


O 


o 


. o 


o 



^^ 


cq '3 


CO S 




95 
Penknife 


o 

CD "3 


I a2 
i % 

1 t> ?3 


: -1-3 
1 "^ 

i 00 'a 


CD 


\ 


^ y 

^ 




PM 


^^S 
^ 


O -S 
^ 




1 o.g 








J4 
o 

cci 2 


CO ^e 






XI 




CD 

00 r. 


Ct' -1-3 


o 


00 ^ 


00^ 


00 ^ 


00 ^ 
PM 


QO 1:^ 


OD -u> 


^1e 


X ^ 


ci a 


c3 


o 


W. 


o 


^ 


c3 


fii 


^ 


^-3 

r-l 2§ 


CD 


o 




• g 


4s3 


^ 


CD 


_, 


o 


(M l=i 


CO jt^ 


iO'p, 


CO S 


t-lo 


00 -^ 


O-:^ 


!o:g 


t^ S 


•^"^ 


f^^ 


•^ ^ 


t- s 




C- c3 


C- rs 


t- S 


l"^ 


^ 


O 

Q 


O 


c? 




§ 


S 


S 


i 


o 
o 

cq ^ 


a? 

CO ri^ 




2 

■-(3 


P-f 




CD 


3 


oi 


0^ 










O 6 


i"^ 




.^=1 






>^ 


XI 


^m 




-ij 




r-l O 


O 


CO ^ 


^ Of) 


o 


o^ 


-i 


00^ 


^ _5 


o 


o -^ 


^^^ 


«^ uT; 


o . ;iP 


xr: i5 


^ n:i 


o 4i 


i-O -^ 


o •■=J 


r-^ 


o 




H 


=^-l 


rt 




r^ 






H 






h-^ 


w 


^ 








:^ 1 


o 

-q ^ 


CO ^ 


^ 2 






m 

02 


CD 
00 £^ 


o -e 


CD 

o 


-^ r_| 


-^ ;:d 


^ ^ 


^ X, 


-TtH 5h 


^ %-^ 


^ ^ 


^ JH 


O O) 


o 


c3 


H 


g 


o 


p:i 


O 


o 


O 


1 a 


^ o 


.1 


CD 
CO "^ 




CD 
> 


CD § 


.CD 


C 


1-3 


o 


CO g 


CO (T) 

CD- 


co^ 


^ g 

m 


CO ^ 


CO S 

5 


CD 


pq 










>^ 


►^ 










S 


o 


<X) 

CO CD 


^ 


O 




'J2 


-1-3 


~s 


o 




Cq ^ 




O "o 


CD ^ 


t- ^ 


.00 % 


c^3 


O bn 


Cq.gi 


oq pj 


cq o 


C>q o 


^ -A 


^ ^ 


-M g 


1 CO © 


OQ 


13 


EH 


w 


13 


o 


Eh 


O 


m 


:zi 


C3 

^.2 


oq 2 


O ! 

co^ i 


CD 




A 


•^ 

s 

c^.2 




p^ 


1 

CD 

o g 


1-1 a 


T—l 3 






■ 


tH c! 


T—l — 


^ 3 

Eh 


.^' 




1—1 F* 

r— 1 




CO t 

H ! 


1 


^2! 






CD 

o 


'7^ 


o 

T-i ce 
PQ 



60 

Chapter IV. 
How to Remember Sermons. 

(FIRST RULE.) 

'T'HE principle embodied in this chapter is that of con- 
densing ideas and representing them by Germ words as 
explained fully in Chapter II., on " How to remember Ideas." 
Just upon the principle that the mention of the word 
(Cross) is sufficient to call up before the mind all the various 
circumstances connected with the Crucifixion ; or as the 
word (Ark I instantly brings to mind the Deluge; or as the 
word (Cromwell) brings before our mind the various events 
of the Civil war ; so is it possible to condense any idea into 
one representative or suggestive word, and that word re- 
membered will be sufficient to bring the idea to mind 
This is the Principle brought into operation in order to re- 
member Sermons or Speeches. As the Speaker proceeds, 
each idea, argument, opinion, or anecdote, must be made to 
hang upon some strikingly suggestive word, and these sug- 
gestive words associated with the key-words in the manner 
before described. Of course it will require some practice 
in order to accomplish this Mental reporting of Dis- 
courses, and a great deal likewise depends upon the judg- 
ment in the proper choice of words. In order to illustrate 
this point, if possible, suppose you are trying to remember 
a Sermon, and the first idea the Preacher gives expression 
to is something like the following : — 

" Wherever we turn our thoughts, whether it be to the 
"unfathomable depths of the earth beneath us, or to the 
" innumerable wonders of the starry sky above us, or to the 
" varied manifestations of Nature aiound us, we everywhere 
" see evidences of the existence of a God." Now, the most 
proper word to take, in order to remember the above idea, 
is the word (Evidences), because the whole idea hinges 
upon it, and the sense could not be complete without it. 
Now you connect the word (Evidences) with the first word 
in your key in the manner before described ; and if you 
associate perfectly, the moment you remember (Drum) you 
will think of Evidences, and then the natural enquiry will 
be : What about evidences ? Evidences where ? Evidences 
of what? And thus the word will naturally bring to mind 
he idea. What we have shewn to be done with the first 



61 

idea, do also with the second, connecting it with the second 
key-word, and so on with the others until the Discourse is 
ended. 

Your first attempts may be failures ; but practise well 
the principles, even when you are not trying to remember a 
Discourse ; but whenever listening to one, develop and 
exercise your judgment by analysmg the speaker's ideas, 
and endeavouring to discover which are the most dependent 
and suggestive words, and most likely to bring the different 
ideas to mind. Thus you will be gradually and impercept- 
ibly preparing yourself to remember Speeches when re- 
quired ; besides exercising, developing, and improving the 
mind in many ways. 



ji 



(second rule,) 

'HIS rule differs from the first in this particular — instead 
of connecting every idea with the Key, you only 
connect the leading ideas, the first idea of a series naturally 
related and logically connected with each other. The Key 
should be used in columns, and each column devoted to a 
separate portion of the Discourse. The first column of 
Key-words should be used for the introduction ; the second 
for the first part or division of the Discourse ; and so on — 
one column for each division of the subject. Seldom will 
all the Key- words of a column be required ; but if the}^ are 
not required, pass on to the next column immediately the 
preacher finishes a division of his subject. The object of 
this rule is not to remember every distinct idea, as is the case 
with the first rule, but to enable the Student to remember 
a general outline of it for his own general and personal use. 
Hence the first idea of each line of thought must be asso- 
ciated with a Key-word, but the intermediate ideas must be 
allowed to suggest each other. As the speaker proceeds 
from one idea to another, their connection and relation to 
each other must be closely observed, until you perceive the 
natural connection cease, as will be the case when the 
speaker proceeds to another point or feature of his subject, 
then again employ the Key to secure the first or opening 
idea, and in like manner secure the opening idea of each 
succeeding point in the discourse, and the opening idea will 
bring the others naturally connected with it to mind. 



62 



Chapter V. 

Hozij to Speak without Notes. 

(first rule.) 

Adapted to Extempovaneous Speaking. 

(^ONDENSE the various topics upon which j^ou desire to 
speak into strikingly suggestive words which will bring 
them to your mind, and then connect these with your key- 
words in the order in which you require to call them to 
mmd. The first idea with the first key-word, the second 
idea with the second key-word, and so on with the rest ; 
and m this manner can the various ideas, opinions, argu- 
ments and anecdotes, be brought to mind, by simply 
reflecting upon the key-words to which you have connected 
them. 

A Minister when preaching may apply the principle in 
a different way. Instead of connecting his leading ideas 
with the key-words, he may use a chapter in the Bible for 
the same purpose, and connect his ideas with the first 
picture word which occurs in each verse of the chapter ; and 
by having the chapter open before him when preaching, and 
casting his eye upon each verse in succession, the ideas 
connected with them will be instantly brought to mind as 
they are required. By this Method the Key is not re- 
quired, and the objections of those who think the Key to be 
unsuitable for sacred association is obviated. 



T 



SECOND RULE. 

This Rule is only snitahle for those who write their Discourses, 

or in other respects make elaborate preparation. 

HE Rule simply depends upon having an exact know- 
ledge of the words with which you intend to conclude 
your remarks upon each point of your Discourse, aod select- 
ing from the concluding sentence the best picture word it 
contains, and then associating this with a suggestive word 
which will bring the next point or idea to mind. Take the 
following brief outline as an illustration : — 



63 

DISCOURSE UPON WORK. 

Text — " Go work in my vineyard." 

After the necessary introduction, suppose these four 
points are the leading ideas in a written Discourse. 

1. — The obhgation to work is universal. 
2. — Work IS ennobling to our Nature. 
3. — Work is conducive to happiness. 
4. — Work brings a sure reward. 

Presuming that the Discourse is committed to Memory, 
the Design of this Rule is simply to connect the last sen- 
tence of one part of the Discourse with the leading idea of 
the next. 

First we detail the outline of the supposed First point, 
— That the obligation to work is universal. 

The Creator has laid all his subjects under service of 
some kind. Everything He has made has a purpose, has a 
mission of its own. The obligation to work is not only laid 
upon every member of our own race, but also upon every 
creature that exists. The Fish in the sea, the Bird upon 
the wmg, the Beast roaming in the forest, even the tiny 
Insect buzzing through the air, all are active, all are em- 
ployed ; Nature's command to these is — work. The silent 
invisible forces of Nature around us likewise shew forth 
evidences of continual activity. Yea, wherever we turn our 
thoughts, wherever we look we see revolving worlds above 
us, busy activity everywhere around us, reminding us of the 
obligation under which the great command has laid us. 
But this obligation not only extends to every creature below 
us, but likewise to every creature above us. God has not 
only laid the least, but also the greatest of His creatures 
under service. He has shewn us that there is no Intelli- 
gence too great, and no being too high, to serve. The 
command " to work " which He has given to us. He has also 
given to Beings far greater and nobler than ourselves. Not 
only are we employed, but Angels are likewise employed — 
servants as we are. For " are they not all ministering 
(Spirits) sent forth to minister unto them who shall be heirs 
of Salvation." 



64 

The supposed next point is that Work is ennobling to 
our Nature. 

Suggestive word — (EnnobUng). 

Selected word from the conchiding passage of preceding 
remarks is (Spirits). 

Connective words — (Spirits and ennobling). 

Connecting Mental Picture. Two Spirits ennobling a 
poor beggar and placing a coronet on his head. 

Suggestive word^(Ennobling), 

Honest work is ennobling and elevating to the nature 
and character. 

Our works not only influence others, but they influence 
ourselves. It has been truly said that " every one is the 
son of his own works." It is the work that makes the man, 
that gradually brings forth and developes the vices or the 
virtues that form his character. As truly as Luther es- 
tablished the Reformation the Reformation tended to es- 
tablish him. It was the work, the trials and the difficulties 
of the Reformation which revealed his courage, developed 
his capabilities, and caused his name to shine forth as the 
great reformer of Christendom. The brightest lives that 
have adorned the pages of History, whether it be Columbus 
or Bacon, or Newton or Scott, owe their nobility and great- 
ness to their unceasing toil ; it is this which has brought 
out their hidden gifts and virtues, and made them truly 
men. Honest work always did ennoble the character and 
elevate the patient toiler in the path of truth ; and Nature's 
Laws remain for ever faithful, they that sow shall surely 
reap. The lives of great men all remind us. We may 
make our lives sublime, and departing, leave behind us 
footprints on the (sands) of time. 

The supposed next point is — Work is conducive to 
happiness. 

Suggestive word — (Happiness). 

Selected word from the concluding passage of preceding 
remarks is (Sands). 

Connecting words— (Sands and happiness). 



65 

Connecting Mental Picture. The sea shore on a 
summer's day, and a httle child laughing and rolling on the 
sands, will suggest (happiness). 

Suggestive word — (Happiness). 

Work is conducive to happiness. 

Our Nature needs employment for its order and for its 
happiness. When man was placed in Eden, in his prmiitive, 
sinless, happy state, even then it was necessary he should 
have employment. He was placed in the garden, but was 
commanded to dress it and keep it. The Creator has im- 
planted within us something so appreciative of effort, that 
there is a sweet sensation always attached to the fact of 
having accomplished something. The command to work is 
one strictly harmonizing with the necessities and require- 
ments of our Nature. There is always a sweet satisfaction 
in doing good, and the secret of bemg truly happy is in 
trying to make others happy. 

The supposed next point is that Work brings its reward. 

Suggestive word — (Reward). 

Selected word from the concluding passage of preceding 
remarks is (Trying). 

Connecting words — (Trying and reward). 

Connecting Mental Picture. School Desk and Beauti- 
ful reward books upon it, and three boys hard at work trying 
to get a reward. 

Suggestive word is Reward. 

Work brings its reward. We cannot sow without 
reaping. We cannot toil in vain. Influence never dies. 
Influence is never powerless. Our works afiects some one 
either for good or evil. If for evil, retribution is certain ; if 
for good, the reward is quite as sure. 

The above illustration will show how easily the various 
points or paragraphs of a written Discourse (when already 
committed to Memory) may be so firmly linked together, 
that m delivering it, the repetition of the last idea or sentence 
of one point will bring the leading idea of the next point to 
mind. 



G6 

This principle ma}' also be applied when the Discourse 
is not written, providing 3'ou have an accurate knowledge of 
the concluding idea with which you intend to pass away 
from each pomt ; especially so, if your concluding idea is 
embodied in an illustration, verse of Poetry, or well known 
quotation. This principle can also be applied to connecting 
the various paragraphs or chapters of a Book, providing the 
subject matter of each is well known. 

The great advantage of this plan is that you work 
without a key, the matter in itself providing the means of 
connection, by which the knowledge acquired may be 
systematically retained in the Memory, without the mind 
being burdened with the use of any Key, or of any relation- 
ship between the Ke}^ and the knowledge acquired ; because 
the more the Memory or Mind can work independently of a 
Key, the more will it strengthen and develop itself, and the 
more valuable and reliable will its acquisitions of know- 
ledge be. 



67 

Chapter VI. 

Sunday School Teaching. 

T^HE application of these principles to Sunday School 
Teaching consists in the Teacher condensing each il- 
lustration into a strikingly suggestive word ; and then select- 
ing from the verse in his Lesson the best and most suitable 
picture word it contains, combining both words by a mental 
picture. 

As an illustration of the principle, take the 16th verse 
of the 21st chapter of St. Matthew : — " Out of the mouth of 
babes and sucklings Thou hast perfected praise." To illus- 
trate this passage, suppose you wish to remember, in con- 
nection with it, the story of the little " Captive Maid" re- 
corded in the 5th of 2nd Book of Kings. Now, in order to 
remember the incident of the Captive Maid, you fix upon 
the word (Maid), and then you select from the verse in the 
Lesson in Matthew the most suitable picture word it con- 
tains. You first look the verse well over, examining every 
word, and alwa5^s select that word which gives the mind 
most to see. Suppose from this verse you select the word 
(Babes), and you now connect the two words (Maid and 
Babes) by a Mental picture. For instance, bring before 
the mind two Babes, and a little Maid trying to carry them. 
Now read the verse carefully over twice, taking care that 
as you pronounce the word Babes, you have the above 
Mental picture vividly before your mind. 

This plan must be followed with all other illustrations 
and verses, and if it is done perfectly you will find it impos- 
sible to read the verse, andf come to the picture word, with- 
out the illustration you connected with it being brought to 
mind. 



68 

Chapter VII. 

Ho2V to Learn a New Language. 

n^HE two primary principles of Memory to be brought 
into operation are Assimilation and Association. The 
Association may be of two kinds, Artificial and Natural. 
Either one or both may be employed according to the 
peculiar mental proclivities of the person to be taught. If 
the Pupil has good natural Memory for strange words and 
sounds, the Artificial Association may be dispensed with, 
and the natural only employed ; but if he has great difficulty 
in remembering the sounds of foreign words, the Artificial 
Association and Assimilation of words may be employed 
with advantage. We shall first describe and illustrate this 
Artificial Association, and then proceed to the Natural. 
Foreign words should always be associated with their 
English equivalents, but for persons unable to remember 
strange sounds this is not enough ; therefore it must be 
combined with Assimilation, and the Association must be 
both Mental and Verbal, embodying both the sound and 
the meaning. This is done by comparing the foreign words 
with those native words which may sound like them. We 
may generally fail to get sounds exactly alike, but sounds 
sufficiently approaching them as to only suggest them will 
answer the end quite as well. Take the following irregular 
French verbs as examples : — 



69 



m 



» 


s 


;s] 




> 






T3 

^ 3 '^ 




2! 




« 


< 


» 




U 


r^ tC 





r^ 






fH 


CD 






"P^ 






C3 


^ 






cs 






^ 


^ 


.f;; 




5-1-1 






a; 


p 


CC 




o 






^ '"I 




ri. 










-r^ 


o 










^ 


^J 


tp 


. 


O 






. ^J 


5 






o 


oi 






'^ 


C 


^ •~l 


o 




— 


'rf 




Cfj 


02 


S 






c 


c 


■"" 


o 




^ 


> 


^ 


f^ 


c5 


-4J 


- 


&jj 


^o 


cS 


c; 


^ 


■ r^ 


>. 




1^ 


o 


g 


"H. 


^ 


eg 

CO 


cc 


OJ 


^o 


O 

-4^ 


C 

-4-5 


O 


^ 


C 


o 


9^ 



J— j CD 

c3 h^ 



P^ 


o 


^ 


, 


^: 


P 


cti 


o 




s 






o 


CD 




: 


CD 
> 


,^ 


(Xi 






iJD 




ce 


cu 




^ 




1 — 1 


CD 




^ 




c3 


^ 





-(-= -(-= 



O C 



J o 




CD 
2 


^ 


?H 


(D 






O 


"ci 


CD 


^ 
'& 


■Ti 




: 


: 






c • 




' 






• 


^ ^ 


CD 










43 ^ 


?-j 


j_^ 








a ai 




. ^ 






CD 


i ^ 




o 


5 







^H 




CD 




CD 






^ 


, ^ 


(X> 


OS 


^ 



P^ Q 



tf. 



CD 



70 

The Pupil will only have to read the above Associations 
once carefully over, when the simple utterance of the mean- 
ing — to vanquish — will at once suggest the French word to 
express it, and so with the others. This work of Assimila- 
tion needs care, but to those who with difficulty remember 
sounds the little trouble is amply repaid. This is a prin- 
ciple I have always largely embodied in my own Methods 
of Tuition, and it has enabled many to remember strange 
words who would never otherwise have done so. The fol- 
lowing is another example of the principle as applied to 
French nouns, which is identical in its application with the 
preceding illustration : — 



71 



M 





a 

% 



'3 "& 3 






Oi 


-^ 


f> 


OJ 


c3 


r^H 



^ 



:/2 


"o 


o 
■bJD 


cc 




f-i 




-t-^ 


c3 


o 




o 




M 










'-' 




a 








El 


s 


-4J 


o 


CJ 


O 



o 






.^ r^ 3 



a P 

CD ^ 



o 


1 


-(-3 


CD 




o 

o 


^ 




>^ 


o 


7\ 


c3 


^ 


c3 
-1-3 


A 


c3 


c3 


^ 




^ 




■ 




P3 












1 


Q 


3> 


CD 

> 


1 


3 






o 


o 


c3 


O 


c3 


ca 


Cu 


G) 


o 


^ ^ 


:-! 




o 




, — 1 


-(J . 




'p, 


■+^ 




c3 




c3 


i) 


CD 


::3 


CS 


o 


O 


CD 


h-1 


^ 


^ 


u-1 


U-! 


yA 


H-1 


^ 


^ 


-1 



And so in the manner above described may the principal 
Nouns and Verbs of a Foreign language be learned with 
speed and pleasure, and with little mental effort ; leaving 
the mind free and able to grasp the more difficult and ab- 
stract parts of speech by the labour saved with the Nouns 
and Verbs. 

Natural Association. 

Having pointed out in the preceding remarks upon this 
subject how the Student can be aided by Artificial, we shall 
now endeavour to shew how much can be gained in learning 
a new language by Natural Association. Natural Associa- 
tion ma}^ be defined as that spontaneous manner in which 
the mind naturally classifies and reproduces things in con- 
nection with each other, either by Analogy or contrast, but 
without the putting forth of any extra mental effort. This 
act of Association is natural to the Mind. The Mind can 
and does associate things of itself, and it is one of the most 
primary laws of Association that objects and ideas first pre- 
sented to the Mind in connection with each other, naturally 
suggest each other afterwards. Thus we find that there are 
natural affinities between different things and ideas, and 
nature herself has established a method and a classification 
which no neglect of man can utterly destroy, and in learn- 
ing a new language we must strive to utilize this logical and 
natural classification and sequence of ideas. Not only 
should every foreign word be brought carefully before the 
Mind in connection with its English equivalent, but the two 
words should be thoughtfully compared, their points of 
analogy and contrast being particularly noticed and com- 
mented upon. But besides this, the natural classification 
of ideas just referred to should be carefully observed, foreign 
words should be introduced and connected in a manner 
similar to that in which nature and previous knowledge has 
linked together in our mind the words of oiar mother tongue. 
Suppose, for instance, that a child is sent to a school to 
learn French. The first elements which he learns should 
be the beginning links in a long chain of subsequent ideas ; 
one class or set of words, the ground upon which to build 
others. The first list of words which he learns should be 
common objects, say, connected with the school, something 



73 

similar to the list of French nouns given in the last illustra- 
tion, things with which he is brought into immediate contact, 
and which are naturally linked together in his mind, and any 
one of which if it is thought about will immediately remind 
him of another. Thus School will remind him of Map, Map 
will remind him of Book, and so on. Thus words naturally 
linked together by force of circumstances will be far more 
likely to sustain the recollection of each other, than a list of 
words taken hap-hazard — as is usually the case — of every 
conceivable nature and order. 

Secondly, when a list of Nouns of the above description 
has been learned, then the corresponding Adjectives which 
are generally used in connection with them should next be 
learned and coupled with them thus — large house, good 
school, large or small book, good pen, beautiful picture, 
black ink, easy exercise. 

Thirdly, the corresponding Verbs should next be 
learned, those which are generally used in connection with 
the first-mentioned Nouns and coupled with them, thus — 
build with house, learn with school, draw with map, read 
with book, paint with picture, write with pen. 

Fourthly, the corresponding Adverbs should be learned 
and coupled with the Verbs, thus — build firmly, learn 
quickly, draw correctly, read well, and thus by the pure 
natural laws of Association alone may one set of ideas be 
the means of our acquiring and retaining another, and the 
simplest elements of a language become a foundation upon 
which to build the whole. 

When the objects in the School have served their pur- 
pose, the principle above illustrated may be extended to 
to the pupils' homes. Select the nouns there, and use them 
in a similar way. Then from the house to the garden, 
from the garden to the farm, from the farm to the foundry, 
from the foundry to the various city trades or those busi- 
nesses which are well known even to the young, such as the 
drapers and the provision merchants, and so on to the sea- 
port with its ships and cargoes, and let the common nouns 
connected with the sea and ships and the other departments 



74 

of knowledge referred to, serve their purpose as the first links 
in an extended chain of ideas to be afterwards combined 
with them, as illustrated in reference to the school. With 
respect to the other minor parts of speech and the various 
forms of the verb, these may be learned in the usual way, 
and gradually introduced at the proper time according to 
the discretion of the Teacher. 




T 



75 



Chapter VIII. 

Hozv to Remember a Book with Once Reading. 

O remember the contents of a book with once reading 
over necessitates very careful reading, more care than 
can be given to every book which may be read, but where 
the book is really valuable, its subject-matter of great im- 
portance and directly bearing upon the special requirements 
of the student, then no amount of care and attention should 
be considered too much ; and if the reader will patiently 
follow out the few instructions detailed or referred to in this 
short chapter, he will possess a more complete knowledge 
of the subject matter of the book after once perusing than 
he could acquire by many times reading in the ordinary way. 
First, then, with regard to the time of reading : The book 
should not be read at the time at which you would take up 
a novel to refresh the mind when weary with study, or when 
liable to sleep after a hearty meal. As very much will 
depend upon the time of reading, the student should first 
read the instructions given in Chapter 19, on " The physical 
cultivation of Memory." Secondly, read and follow out 
particularly the instructions given in Chapter 2, on " How 
to remember Ideas." Thirdly, when a chapter of the book 
has been carefully read over in the manner described, and 
the germ words of the principal ideas underlined, and the 
sequence of the intermediate ideas carefully noted, then he 
should carefully reflect and compress into his own words 
the subject-matter of the chapter. This abstract or synopsis 
should be compressed into as few words as possible, and 
should include, if possible, the germ words of the chapter. 
This plan should be adopted with every succeeding chapter, 
and the abstract of each written on a scrap of paper before 
proceedmg to another chapter, to be examined in your spare 
moments and reflected upon, and if possible spoken about 
to others or to yourself. There is nothing which can make 
ideas so much our own as to formulate them in our own 
mind, and express them in our own words. The student 
should frequently test the suggestive power of his abstract, 
whether the words will recall the primary ideas, and whether 
these will recall the successive ideas' logically connected 



76 

with them ; then, if there is any break in the chain or fail- 
ing in the connection of ideas, the failure should be observed 
and guarded against in future. When the book has been 
read, the abstracts of the different chapters, which may 
have been reduced to mere sentences, should be still further 
condensed into one suggestive word, or some word taken 
from each which will suggest the whole of the abstract, and 
these representative words, one representing each chapter, 
should be linked together to form a total abstract suggestive 
of the order and matter of the whole book. This abstract 
or Mnemonical suggester may be attached to the book, or 
otherwise reserved for future reference, as the abstracts of 
chapters may be also. Its suggestiveness should also be 
repeatedly tested before laying it aside, to see if each word 
in it recalls the abstract it represents, and whether each 
abstract recalls the subject-matter of each chapter. 



■ 77 

Chapter IX. 

How to Remember Verses. 

npHE brief remarks given under this head do not refer to 
the learnnig of Poetry in general, which is fully treated 
in the Chapter on " How to Remember Ideas," but only 
refers to the recollection of the order of verses. One plan 
adopted by some Mnemonists is to connect the first word 
of each line or stanza with a key-word. So that if a 
poem has 70'lines, you connect them with the first70 key- 
words. The first line with the first key-word, the second 
line with the second key-word, and so with the others. But 
it will be seen that though this plan may be of service for 
some special occasion, and is generally used by Professors 
in those wonderful illustrations of Poetry repeated during 
their Lectures, yet for general pratical purposes the plan is 
utterl}^ useless and impracticable. Verses as a rule are 
easily learned, the rhyme and measure greatly assisting the 
Memory. The greatest difficulty often felt, is how to re- 
member the proper order of the verses, which verse comes 
next. The following plan will obviate this difficulty if care- 
fully exercised : — 

Connect the last Noun or picture word of one verse 
with the first Noun or picture word in the verse following. 

The connection may be made either by Artificial Asso- 
ciation or by comparison adopt either plan with each verse 
according to the suitability of the words. Take for an 
illustration a verse or two from Cowper's Hymn on 
Providence — 

God moves in a mysterious way, 
His wonders to perform ; 

He plants His footsteps on the sea, 
And rides upon the storm. 

The last picture word in this verse is (storm). The first 
picture word in the next verse is (deep). When repeating 
the verse for the first two or three times, terminate it as 

follows 

He plants His footsteps on the sea, 
And rides upon the (stormy deep). 

Now picture vividly the Deep Sea in a storm, and as you 
repeat the words storm, or (stormy deep) along with the last 



78 

line, let the mental picture suggested be brought vividly 
before you, and the word (Deep) remembered will suggest 
the next verse. 

The last word in the second verse is (will). The first 
picture word or word suitable for Association in the next 
verse is (fearful). If these two words are deemed unsuit- 
able for Artificial Association, compare them as directed in 
Chapter III. on " How to Remember Words," rule first. 
Especially reflect upon them and consider what impression 
or Associations the mind spontaneously establishes between 
them. 

Thus you may reflect as follows — Fear and Will have 
no connection, no relation to each other, yet the will may be 
operated upon by fear, the wilful man may be a fearful man. 
The will of God should be feared, good men do fear it, they 
are fearful of opposing His sovereign will, hence they are 
fearful saints. Thus by a simple natural process of analogy 
or contrast may any two words like these be brought to- 
gether, into natural Association with each other. When 
this has been done, the impression should be allowed time 
to fix itself in the memory, it should be reflected upon in 
connection with the words (sovereign will — fearful saints). 
And the first two or three times the verses are repeated 
over, do not allow yourself to finish any verse without the 
comparison, Association, or mental impression being brought 
to mind in connection with it. The first picture word in 
the next verse is (judge), the last word in the preceding 
verse is (head). These two words may be easily combined, 
as the}^ are not abstract words like the preceding two just 
dealt with. Thus a (judge's head) reflected upon in con- 
nection with repetition of the verses would be sufficiently 
suggestive of the fourth verse. 

So in this manner may verses be connected to any 
extent, without the use of a Mnemonical Key or any other 
assistance but what is abundantly found in the Poetry itself; 
and in such a natural and effectual manner that the mere 
repeating of one verse is a key to the recollection of the 
verse which follows it. 



79 

Chapter X. 

How to Rememhev Names. 

npO remember names is frequently a difficulty with persons 
wtio are possessed of good memories in all other 
respects ; but in this matter very much assistance may be 
gained by practising the following Rules based upon the 
three principles of Assimilation, Association, and Sugges- 
tion. First as applied to the memory of persons ; second 
as applied to the memory of incidents. First, then, with 
regard to the memory of the "names of persons. The 
moment a name is mentioned the reader must instantly 
examine it to see if he can find anything striking or peculiar 
in it, or in any part or syllable of it. If so, the work of 
remembering it is easy. Suppose the word is Northcote, — 
Mr. Northcote or Miss Northcote to whom he is introduced. 
The word merely mentioned has nothing in it to impress the 
Memory, but examine it, search instantly for something 
suggestive in it, and imimediately you find each syllable of 
the word full of suggestiveness. The first syllable — North — 
carries the mind arcticwards ; the second syllable — cote — 
brings before the mind those airy structures which shelter 
our feathered pets ; but the first syllable, if sufficiently sug- 
gestive, should always be preferred and associated v/ith the 
person, his house, his dress, or his business, either by 
analogy or contrast. Thus you reflect : Mr. Northcote lives 
in the north, or never was in the north. Has he been in the 
south or north ? Is he sunburnt or ruddy ? Where does he 
appear to have been ? Mr. Northcote is a builder : he gets 
timber from the north. Mr. Northcote's house faces the 
south : he will not feel the north wind. These comparisons 
and assimilations must be made while bearing in mind the 
appearance and aspect of the person, which should be taken 
in at the first glance, (see chapter on remembering faces), 
and which should also be particularly observed. Thus to 
a person whose manner is cold, indifferent, and reserved, 
the name of North would immediately assimilate itself; 
while if his manner was genial, affectionate, and vivacious, 
the contrast would equally impress the Memory. These 
associations should also afterwards be reflected upon, and 
the whole of the name repeated in connection with them. 
If these particulars are carefully observed, it will be almost 



80 

impossible for the reader not to remember the name the 
next time he sees the person. 

We shall now endeavour to show the application of 
these principles to remeaibering names in connection with 
incidents and events. Most persons have little difficulty in 
remembering the general events which they read m the 
newspaper columns or in a book of travels, or an interesting 
sketch of some exciting period of history, but their recollec- 
tion of them is so vague and indistinct, so lacking in 
particulars that they are afraid to speak openly of what they 
have read, because they are often utterly unable to mention 
either the place, the particular circumstances, or the name 
of the principal person or thing referred to. This great 
difficulty, which is a stumbling-block to the usefulness and 
happiness of many people, can be effectually removed by 
assiduously observing the following Rule. When you hear 
or read of any incident or event occurring which in any way 
may concern you, and which you may have occasion to 
afterwards refer to or relate, having read it carefully over, 
fix your whole attention upon three things: (1) the name of 
the thing or person concerned or primarily referred to in the 
paragraph ; (2) the locality or place of occurrence ; (3) select 
some word which will remind you of the primary particulars 
of the case. Take for instance the following paragraph 
from the Christian World of March 15th, 1S88 : *' A Station- 
master's house on a Cheshire Railway was set on fire 
through a spark from a passing engine dropping into a 
bird's nest which was built under the roof." Here the word 
" Cheshire " would suggest the locality, the word •' Station " 
would suggest whose house it was — the Station-master's, 
while the word "Spark" would remind the reader of the 
peculiar agency or circumstances by which the fire was 
brought about. These three words the reader should link 
together, and then reflect upon in connection with the event, 
thus : Spark — Station— Cheshire. If this is reflected upon 
but a moment, and repeated two or three times before 
allowing the mind to pass away altogether from it, the 
reader will find that when he afterwards refers to the subject 
those three words alone will be sufficient to remind him of 
all the necessary particulars to enable him to relate the 
incident in a ready and accurate manner. Take another 
paragraph from the same paper of the same date : "An out- 



81 

rage of a more than ordinary brutal character took place at 
a National School in county Cork. Three men, armed and 
disguised, entered the school about noon, and one of them 
shot and severely wounded the teacher, named Patrick 
Robinson, in the presence of his daughters and the other 
school children." Here the suggestive words are : Robin- 
son — Cork — School ; the first suggesting the person, the 
second suggestmg the place, and the third recalling the 
peculiar circumstances under which the outrage occurred. 

A public speaker when relating or referring to general 
events, if he can mention to his audience these primary 
particulars only, he will be regarded as possessing a very 
accurate memory, and will dispose his audience to listen 
with greater confidence to all that he has to say. 

To remember Historical events the same Rule must be 
observed. The primary difficulty with many in the recollec- 
tion of Historical events is to remember the name of the 
principal actor in the event, this is often owing to the un- 
familiar character of the name. Thus most people know 
how the specific gravity of gold was discovered by a certain 
philosopher experimenting with Hiero's crown in the bath 
at Syracuse, but they often fail to recollect the name of the 
philosopher. This can only be obviated by verbally and, 
mentally associating the name or the first syllable of the 
name, or otherwise some sound which will suggest the first 
syllable, with the event. Thus "Hark" would suggest 
Archimedes, this word might then be associated with .the 
event, thus : Hark, Archimedes cries, Eureka. When the 
Association is formed, reflect upon it in connection with all 
the circumstances of the event. To give another illustra- 
tion, suppose you fail to remember that the name of the 
Greek athlete who carried the ox was Milo. You connect the 
first sound with the event thus : Milo could not carry the 
ox a mile. In this way the great difficulty which some experi- 
ence in calling up names with events may in a great measure 
be done away with, if careful Associations are formed. 

If the reader has a good visual memory, and easily 
remembers what he sees, it will be also a great advantage 
to write the names of persons which he finds difficult to 
remember. This may be done repeatedly, but once writing 
will generally suffice if each S3dlableis distinctly shewn, and 
the writing done in a plain legible style. 



82 

Chapter XL 

Hoiv to Rememhev Faces. 

pERSONS who have great difficulty in remembering 
faces should first of all pay more attention to cultivating 
the memory of forms. Half-an-hour every day devoted to 
Drawing, however simple and elementary the drawing or 
the knowledge of drawing may be, will amply reward them. 
Fix your mind each day upon some common object 
which you have to pass in the street or elsewhere. Notice 
it very particularly in all its parts. Take into your Memory 
as much of the form as possible, whether it be a monument, 
a house, a boat, a mill, or any article exposed for sale, and 
then try each evening to draw an outline of it. Above all, 
be ever trying, how much of the form of anything you can 
take in at a single glance, and you will soon find that you 
will be able to carry away as good a memory of the form of 
anything with only a single glance, as you formerly could by 
a more careful examination. As you get more perfect you 
can try to take in the outlines of pictures, and the forms of 
faces. When walking out, there is ample opportunity to 
develop this gift of remembering faces. Notice the people 
you meet, observe whatever is peculiar in their features, 
their hair, eyes, nose, mouth, and think of them afterwards, 
and try to recall their features and aspect. Do not attempt 
to remember every person j^ou meet, and thus overtax your 
mental powers, but select only one or two at first, increasing 
the tests afterwards as your Memory of forms becomes 
quicker and stronger. Notice also the locality where you 
meet a certain person, as the Memory of one particular aids 
the Memory of another, and the Memory of the place will 
materially help you to remember the person. If you are 
expecting to be introduced, or to do business with, a person, 
whose name and face you wish to remember: first secure the 
name, according to the instructions given in Chapter X., 
for the name is upon }- our ear but a moment. Then observe 
the person ; let the ear notice the voice ; let the eye notice 
the face, the eyes, nose, and mouth. Let your feelings bear 
the full impression of the person's aspect or bearing, whether 
haughty or humble, harsh or gentle, austere or kind. When 



83 

you have left him recall your impressions of him, the three- 
fold impression produced by your sight, sound, and feelings, 
let the ear recall the tone of voice, the eye recall the features, 
the form ; and the feelings whether pleasant or irksome, 
recall the peculiarity of manner which produced them. 
When this has been done, link these impressions giving you 
the primary feature of his character with his name, either 
by similarity or contrast, according to instructions in 
Chapter X., on, How to Remember Names. 

To give you stimulus and interest in the cultivation of 
this great gift, read all you can respecting the life, the 
works, and gifts of our great Painters and Sculptors, — men 
who like Michael Angelo could reproduce the form, the 
features, and even the emotions of any face after having 
once looked at it. But here we may remark, that there is a 
great difference between looking at a thing, and merely 
seeing it. No painter, however accurate his memory of 
form and feature, could reproduce the faces of the people 
whom he merely saw ; it would be necessary for him to look 
at them, to observe or notice them. Ophelia told Hamlet 
that he " looked upon her face as though he would draAV it." 
And if we would remember a face,, this is how we must look 
at it, with a motive, with an interest, for the ]\Iemory, like 
the photographer's plate, is capable of receiving durable 
impressions and pictures of v/hat the eye sees, but it is only 
when the light of intelligent interest is focussed upon the 
object that the Memory receives the impression in a durable 
form. Thus it will be seen that to remember faces, the 
three principles affecting Memory which are to be observed 
and utilised are, the first Impression, Association, and 
Reflection. 



84 

Chapter XII. 

Geographical Memory, or Memory of Places. 

T'HE memor}^ of localities is generally much stronger and 
more fully developed in uncivilized races than amongst 
ourselves ; without this power they would be unable to tell 
their whereabouts in the great solitudes which they often 
have to traverse, and seldom be able alter following the 
chase to find their way home again. Having none of the 
scientific aids which we possess and which civilization has 
furnished, without compass or sign-posts, yet the Indian 
will find his way through the trackless wastes with almost 
unerring certainty, — and why ? Because his memory of 
localities has been continuous]}^ exercised ; he observes 
every surrounding object with the minutest care. The 
forest trees around might appear to us almost all alike, but 
to him they are very different ; the track of feet over the 
fallen leaves which no civilized eye could distinguish is to 
him unmistakably plain. If the passing traveller has turned 
aside but a moment he recognizes the place; yea, if a leaf 
has been disturbed his practised eye perceives it, and as he 
plods his way homewards his quick eye glances from side to 
side, recognizing each familiar tree, and each peculiar form 
in the forest growth as he passes on. 

Hence we perceive that the very foundation of the 
savage's powerful memory of localities is his habit of keen 
interested observation. If he allowed his eyes to wander 
aimlessly about, he would be as likely to be lost as any one 
else, but he observes surrounding objects. But how does he 
observe them ? First, with interest ; he knows the import- 
ance of what he is doing and how mnch depends upon it, 
hence he rivets his attention upon the objects he sees. 
Second, he observes minutely, notices every particular, for 
without this localities cannot be remembered. If it is a tree, 
he notices its size, its trunk, its leading branches, its position, 
its appearance from different directions. Third, he reflects, 
he does not immediately lose sight of what he has done, but 
looks within at the picture which his memory has received 
of the place, and compares, to see if it be correct. This he 
does repeatedly, every time he passes the place, and even at 



85 

home he reflects, for he has no knowledge of maps, his 
fingers draw no sketches, but upon the scroll of his memory 
his own intense observation has imprinted it, there to be 
looked upon and to guide him through the pathless woods. 
Hence if the reader would have a better memory of localities 
and places he must henceforth assiduously cultivate the 
three primary laws affecting the memory of places which we 
have just mentioned as being unconsciously, though rigidly, 
observed by the savage. 

It is very desirable that the teaching of Geography 
should be more general and extensive in our public schools, 
for it is seldom that a mind early trained in the principles 
of Geographical knowledge, made familiar while young with 
maps, and with the memory of the forms and positions of 
countries, has any difficulty when matured in the recollec- 
tion of places. Considering that we are the greatest mer- 
cantile nation, it is remarkable that Geography has not 
held a first place in our national education. One great 
reason why we are not more proficient as a people in this 
branch of knowledge has been our defective methods of 
teaching the subject, owing in some measure to the want 
of proper appliances. Considering the perfection of our 
scientific methods of reproducing colours, it is remarkable 
that we have not been able to produce maps of countries 
more picturesque, more impressive and striking . to the 
youthful mind. As we have before mentioned, in the 
training of the young especially, much depends upon the 
first impression ; and when a map of any country is 
presented before a Class, the memory of it will greatly 
depend upon the amount of attention which is given to it 
by the scholars. If the teacher can fix their attention upon 
the outline and excite their interest in the various plains, 
mountains, and rivers, indicated upon its surface, he will 
succeed in getting the map remembered. This can only be 
done with able teaching. The teacher should not only know 
the map himself, but he should have an intimate knowledge 
of the various countries or places outlined upon it. To 
know this is not so difficult as formerly, for now the countries 
of the world are better known, and books of travel are 
plentiful and cheap, and in tracing, say the course of a 
river, the nature of the country or countries through which 



86 

it passes should be carefully described, and also the 
varied scenery upon its banks. Particular attention 
should be given to the course of the river, its bends and the 
junction of its tributaries ; the scenery of these localities 
should be, if possible, described ; or if there be cities or 
towns in the neighbourhood, any information respecting 
these, their character or their history, will serve to fix the 
locality more vividly upon the memory of the scholar. 

Those whose memory fails them in this respect so 
much, as to make it difficult to find their way about, sliould 
observe the following directions. If you have to find your 
way about a strange town or district, always carry a small 
pocket compass. Observe well the place or building you 
start from, whether it be a railway station, market place, 
town hall, or any well-known building or place. If possible, 
view it from different directions, under any circumstances 
do not leave it without looking back and noting its appear- 
ance, so that you will easily recognise the place when you 
see it again. Having started on your journey, look at your 
compass and be sure of the direction you are going, which 
we will suppose to be due north. Before you make a turn 
think how far you have walked in that direction, and then 
notice in what other direction your way lies. By doing this 
you will know what streets or roads run parallel with each 
other, how far you digress east or west of your first course, 
and whether you are going nearer to or further from your 
first starting point, or walking in an eastward or westward 
angle to it. Care must be taken to notice the names of the 
streets at the principal turns you make, also turning round 
to take in its appearance so as to be able to remember it by 
sight as well as by name, should you wish to return the 
same way. If commercial travellers or any one entering a 
strange town will observe these simple directions they will 
be saved much time and annoyance, and always have an 
idea how far, and in what direction, they are from their 
starting point. 

The above remarks only apply to the memory of strange 
localities, and may be of use to all who go from home ; but 
some persons fail to remember the localities of their own 
immediate neighbourhood and the intersecting streets of 
their own town or parish. Such persons should, in addition 



87 • 

to the directions before mentioned, make a rough sketch- 
map of the localities which perplex them, showing how the 
streets intersect each other. This may be done either by 
themselves or by a friend for them, and should be frequently 
looked at and studied until the whole outline is imprinted 
upon the memory, and the primary features of the main 
streets and the streets branching from them are thoroughly 
known. 




J( 



88 

Chapter XIII. 

HoiiJ to Remember Mathematical Fonmila. 

'O remember Mathematical or Chemical formula where 
many figures are employed, the example of the chemical 
elements with their atomicity and specific gravities given on 
page 34, must be followed, using one word to express the 
whole number, and another to express the decimal. But to 
remember the various Algebraical or other formula the best 
plan is for the student to write them, clearly and legibly, 
closely observing their form and remembering their signifii- 
cance. Never write or copy a formula without being 
certain of its meaning. Those who have great difficulty in 
remembering them should do this repeatedly until the eye 
has become accustomed to the form and the mind to its 
meaning. 

In introducing, children especially, to the learning of 
Geometry, to enable them to remember the forms and 
names of the various kinds of angles, triangles, and four- 
sided figures, the principle of Homophonic analogies 
combined with familiar or even ridiculous objects may be 
employed to impress the memory with the shape and names 
of hitherto unfamiliar forms. Thus the body ot a carriage 
or 'Bus, which the teacher may draw on the blackboard, 
with its top knocked awr}^ by passing under a low bridge, 
and its whole framework leaning backward, would suggest 
the form of a Rhombus, and the word " 'Bus " would assist 
in the recollection of the name. A perspective view of a 
swing looking-glass would also suggest the form of a 
Rhomboid, and if the teacher represented a boy looking 
through it and making grimaces, and call a rum boy, it 
would suggest the name, and the first object would impress 
the form of the figure. And so may all the forms and 
symbols which it is sometimes necessary for children to 
learn, and which some cannot remember, be impressed upon 
their memory by the aid of familiar objects around them. 
This power of comparison and assimilation is a great factor 
in the work of training the memory, especially if used by a 
skilful and ingenious teacher. 



It is upon the above principle that the Phonetic Short- 
hand Alphabet is taught by a diagram in chapter 14, where 
the whole of the consonants, both their form and sound, are 
embodied in familiar objects, and by which they may be 
learned almost at first sight. 




90 

Chapter XIV. 

How to Learn Shorthand. 

"DY the Diagram on the adjoining page the whole of the 
consonants of the Phonetic Alphabet may be learned 
almost at first sight, when the Shorthand characters are 
placed m the blank column in line with the letters or sounds 
which they represent. In consequence of Mr. Pitman not 
permitting the author to prmt his Phonetic Alphabet, the 
student is requested to fill it in down the blank column 
reserved for the purpose. The safest way to do this is to 
write them first on a slip of paper cut to the breadth of the 
column and paste it in afterwards. This will enable the 
pupil to obtain a more perfect copy of the Alphabet both as 
regards the writing and the position of the characters, for 
should he spoil one copy he can write another. Alphabet 
sheets may be easily obtained of any Stationer or Teacher 
of Phonography, or from Mr. Pitman, for 1/- per gross. 
The objects or figures of the Diagram, by their position, 
not only show the shape of the Shorthand character, but 
also the sounds which they represent. Thus, take the third 
figure — a charger or war-horse — the position of the horse 
indicates the shape of the Shorthand letters Ch and J, being 
a down stroke from right to left, while the word ■' Charger " 
gives both the sounds which the character represents. 

It will be noticed that the first sixteen consonants 
called the explodents and continuants are taken in pairs, as 
P — B, T — JD, Ch — J, &c., each pair being represented by 
one character only, the two letters being distinguished by a 
heavy or light stroke. So on the Diagram of the first eight 
pictures, each represents a pair of consonants, and both 
must be written in the column opposite each word and 
figure, and on a line with them. The single consonants 
begin with M and N, which are both suggested by Moon, 
the upward part of the figure showing the shape of M, and 
the lower part the shape of N. The shape of Ing is shown 
by the half of a Ring ; L is suggested by a steep Hill ; and 
the shape of the two R's is indicated by two large cracks in 
the Mirror. So the form of W and Y is indicated by a piece 
of Yarn and a piece of Wire bent into the required shapes, 
and last, that of H is indicated by a Hoop and stick. 



Letter. 
P 

B 

T 
D 

Ch 
J 

K 
G 

F 

V 

Th 
Th 

S 
Z 

Sh 
Zh 

M 

N 

ISIG 

L 

R 

W 
Y 
H 



Name. 

pee 
bee 

tee 
dee 

chay 

jay 

kay 

gay 

ef 
vee 

ith 
the 



zee 

ish 
zhee 



Shorthand W ord and Objects to express 



Characters. 



their Sound and Form. 



Piano 



Tecleum 



Cliamer 



Cane-gate 



Fan 

Smithy 

Bessy 

Fishy 

Moon 

Emg 

Hill 

Mirror 

Wire 
Yarn 
Hoop 




T 






92 



Chapter XV. 

How to Rememhev Isolated Numbers. 

A CCORDING to the application of the principles so far 
to numbers, the student will have perceived that the 
number is made to hang upon the event or fact, the one is 
associated with the other, and the recollection of the event 
brings to mind the date of its occurrence. But the reader 
may have occasion some time to wish to remember numbers 
by themselves, having no facts whatever connected with 
them. When this is necessary, the Locality principle in- 
vented by Simonides, the Greek poet, must be brought into 
operation and utilized in connection with the Rules. Simon- 
ides' plan of remembering ideas was to deposit images or 
emblems suggestive of them in different localities he was 
well acquainted with, so that when he thought of the 
localit}^ he would also remember the idea. In like manner 
the student may select words from the Key expressing 
numbers and deposit the words in localities he well knows 
and in their proper order. Suppose you have to remember 
the following four groups of figures — 135, 644, 781, 526. 
You select a room in your own house, and you make use of 
the four sides of the room to remember these four groups of 
figures. You take those words from the Mnemonical Key 
which represent each group and deposit them in the four 
sides of the room. Suppose you make use of the fireplace 
side first. Then the side on the left of the fireplace for the 
second. The side opposite to the fireplace for the third, 
thus going round the room from left to right, taking the side 
of the room to the right of the fireplace for the fourth group 
of figures. The key-words for the first number (135) are as 
follows : — You take " Drum " to represent 1 ; you take the 
key-word " Beehive " to represent 35. Thus you mentally 
place a Drum and Beehive on the first side of the room 
against the fireplace. Let your imagination be brought 
actively into play, and allow your mind's eye to see the 
objects very distinctly in connection with the place or local- 
ity where you have fixed them. The key-words represent- 
ing the next number (644) are " Fox" and " Mirror." You 
deposit these objects on the second side of the room. The 



93 



key-words representing the third number (781) are " Sieve" 
and " Hat-stand." You then deposit these objects on the 
third side of room opposite the fireplace. The key-words 
representing the fourth number (526) are "Knife" and 
" Shoeblack." These you mentally place on the fourth side 
of the room. 

Now if you allow your mind to go back to each locality 
you will mentally see the objects you placed in each, and 
the objects will suggest the numbers they represent 
according to the Rules. 

By the use of two rooms you may remember eight 
numbers instead of four, and by the use of four rooms you 
may remember sixteen groups of figures, and so you may 
extend the principle to innumerable localities both within 
and without your own home. 



94 

Chapter XVI. 

How to Leant the Calendar. 

T N the Calendar given below the following particulars 
must be observed: — Each of the underlined syllables 
suggest b}^ their sound the date of the first Sunday in each 
month, while the first sound in each Association suggests 
the name of the month, thus : — " Gentle " will suggest 
January, and " sex" will suggest 6 according to the Rules 
of the System. Therefore, knowing that the first Sunday 
in January is on the 6th, you easily get the date of any other 
day in the month. Suppose, for instance, that you wish to 
know upon what day of the week the 29th of January falls. 
Knowing that the first Sunday is on the 6th, you calculate 
by weeks until you reach the Sunday nearest the date, thus: 
6, 13, 20, 27,— the 27th being the nearest Sunday, the 29th 
must be the on the Tuesday. Thus the underlined sounds 
of each Association giving the first Sunday in each month, 
the day of any other date is obtained by calculating from 
the first Sunday. The reader will have little difficulty in 
forming: for himself a Calendar for each year, which he may 
commit to memory in a few minutes, by pronouncing the 
first syllable in the name of each month, along with its 
corresponding Association. 

GILTu^^^^TyiL^^ 1883. 



January 


... Gentle sex 


... 6 


February 
March 
April 
May 


... February 
... Marshy 
... Ap^ufi" 
... May flies 


.. 3 
... 3 
... 7 
... 5 


June 


... June 


... 2 


July 
August 
September 
October 


... Julia's off 

... Augur 

... September gone 

... Ox back 


... 7 
... 4 
... 1 
... 6 


November 


... Nobody 


... 3 


December 


... Demon 


... 1 



95 

Chapter XVII. 

How to Perform Feats of Clairvoyance. 

npO accomplish feats of Clairvoyance it requires two pupils 
to act in agreement with each other. Suppose that 
two pupils well acquainted with these principles are in a 
company of friends, one may be blindfolded and placed 
anywhere in the room, and the other may hold up any coin 
which any of the company may produce, and then the pupil 
who is blindfolded may be able to tell instantly what it is. 
To do this requires a perfect knowledge of the rules of 
sound, so as to be able to tell instantly what figures any 
word signifies when it is pronounced. The pupil putting 
the question simply emphasizes some word indicating by its 
sound the value of the coin. Thus suppose a shilling is 
held up, the questioner uses some word to indicate the 
number 12. Thus the words *' Can you " emphasized in the 

1 2 

one two 

question would reveal the number or value of it. 

Following is a set of questions, one for each current 
coin ; the underlined words indicate, according to the Rules, 
the number of pence or shillings in each. 

Id. What is this in my hand ? 

3d. What may this be ? 

T 
6d. Be quick and say what this is. 

6 

1/- Can you tell what this is ? 

1 2 

2/- Can you. Sir, tell what this is ? 

■"2 4~ 
2/6 Please show what this is. 

-"■3' ~"o 
10/- See if you can show what this is. 

~i "o 
20/- Do you know what this is ? 
"2"" 
To indicate a half-penny, always bring in the word "laugh," 
or any word sounding like " half," as: — Do not laugh, but 
tell me what this is ; or — Have the goodness to say what 
this is. 



96 

Chapter XVII I. 

General Association of Ideas. 

\\7lT¥l regard to the recollection of distinct ideas, facts or 
events, in connection with each other, the}'' should be 
condensed into suggestive words or parts of words, and then 
combined into one sentence or idea, or mental picture : 
the latter being more suitable for the recollection of im- 
mediate engagements. Suppose, for instance, a lady is 
going into town to order meat and eggs, and to purchase 
some stationery and drapery goods. She has four distinct 
engagements to remember. These may all be combined 
into one mental picture, and associated with some locality 
she knows she will have to pass. Suppose she has to pass 
a certain Butcher's shop. In connection with this shop she 
brings before her mind a picture of this kind : — A boy has 
thrown an Egg through the window and knocked over a 
bottle of Ink among the meat, and the Butcher is wiping it 
up with a roll of white Calico. If this picture is perfectly 
associated with the locality, it will be almost impossible to 
pass the shop without the scene connected with it being 
brought to mind ; and when the shop or locality is not in 
sight, the thought of the locality will be sufficient to call up 
the association the parts of which will instantly suggest the 
various engagements. Thus Ink will suggest Stationery, 
Calico will suggest Drapery, and so with the others. The 
success of such Methods as the above is entirely dependent 
upon the extraordinary influence Locality exerts over the 
memory, which is far greater than is generally supposed. 

When it is requisite to remember a great number of 
engagements, the Key should be used, and the various en- 
gagements connected with the key-words in their required 
order ; but for a few immediate engagements the plan just 
illustrated is more generally useful. 

To combine distinct Facts or Events, striking ideas or 
sentences should be used instead of pictures. 

PRODUCTS OF COUNTRIES. 

Suppose, for instance, you desire to remember that 
Cotton is chiefly produced from America and the Eas: and 



97 

West Indies. You embody the fact in a Memory Sentence 
or Association. The sentence should be short, and contain 
a striking idea embracing all the things or places referred 
to, or something which will suggest and bring them to mind. 

Take the following for example. Association : Cotton 
grows East and West o'er many a merry acre. The words in 
italics will suggest the places. East and West will suggest 
East and West Indies, and " a merry acre " will suggest 
America. 

Take another example. Countries from which we 
principally obtain Tea : India, China, Assam, and Japan, 
Association : India and China ask^d. Japan to have a cup 
of Tea. The first part of the word ^sked suggesting Assam. 

To REMEMBER EVENTS in a REQUIRED ORDER. 

When it is desirable to remember the principal events 
in any reign or period of History in their proper succession, 
the events must first be condensed into suggestive words or 
parts, and these combined as before into Memory Sentences. 

Take for example the four principal events in the reign 
of Elizabeth. 

1. — The Birth of Shakespeare. 

2. — Excommunication of Elizabeth. 

3. — Execution of Mary Queen of Scots. 

4. — The Destruction of the Spanish Armada. 

Memory Sentence : Shakespeare saw the Queen expelled 
and Mary beheaded before the Armada came. 

The italic words suggest the events in their proper 
Historical order. 

Take another example. The eight principal events in 
the present reign of Victoria. 

1 — The China War. 

2. — The Corn Law agitation. 

3. — Russian War. 

4. — Indian Mutiny. 

5. — Death of Prince Albert. 

6. — Cotton Famine. 

7. — Laying of the Atlantic Cable. 

8. — Opening of Suez Canal. 



98 

Memory Sentence : (From China, for Corn they rush, and 
India, as well, when Albert laid a Cotton Cable across the great 
Canal. 

The eight italic words suggest the eight events in their 
Historical order 

Ot course tlie dates of the different events are learned 
separately, as described in the Second Lesson upon Figures. 

The design of this Rule is to enable Students to keep 
in mind, with little trouble or mental effort, an accurate 
knowledge of the proper succession of the principal events 
m any reign or period of History. 

Great care should be exercised in the choice of events, 
that those are selected which are consequently connected 
with many minor events, so that the recollection of one will 
be sufficient to bring to mind a train of others. In the 
example just given, the recollection of the Corn Law agita- 
tion will bring a host of other events to mind consequently 
connected with it ; so the Cotton Famine will likewise 
suggest the American Civil War, because we know that one 
was the result of the other. Thus it will be readily seen 
what an accurate knowledge of History these principles will 
enable a Student to attain ; and not only an accurate, but a 
ready knowledge, by which he is able, the instant a period 
of History is mentioned, to recollect the various events con- 
nected with it in their proper order. 

Thus it will be evident to every Student — without further 
multiplying illustrations — that this principle of condensing 
ideas into suggestive words or parts, in order to combine 
them into striking sentences, will admit of a wide and 
various application with the exercise of a little ingenuity on 
the part of each Pupil. 

In conclusion, we need hardly remind you, that in order 
to derive every advantage possible from these principles, it 
is necessary that they should be constantly and persever- 
ingly practised ; and if this is done the mind will gradually 
acquire quickness, strength and confidence in the use of 
them ; and lasting mental, and also physical, benefits cannot 
fail to be derived. 



99 

Chapter XIX. 

The Physical Cultivation of Memory. 

T^HE condition of Memory is more influenced by our con- 
dition of health than is generally supposed. The 
organs of the brain through which the mind operates, and 
by which the work of recollection is effected, and the 
phenomena of Memory produced, are absolutely dependent 
upon the healthy condition of our whole system for the 
character of the work they perform. This is only too 
evident from the effect which sickness or extreme old age 
has upon the Memory. When through decay or lowered 
vitality the pulsations of the heart are weakened, and that 
organ is unable to force the proper amount of blood to the 
brain, then the Memory is unable to rightly perform its 
work — its operations are slow, and its impressions indistinct. 
It is often said, and generally regarded as true, that loss of 
Memory is a natural result of age, but if this is true it is 
only true in part ; the Memory of age is often peculiar and 
distinct from the Memory of youth. The Memory of youth 
is generally characterized by extreme sensitiveness, is im- 
pressed by little matters, easily remembers the most trivial 
things ; hence, the great word-memory the young have, the 
power often of repeating what they do not understand. 
This is referred to in '* Hamlet," when he says : — 

" I'll wipe away all trivial fond records, 
All saws of books, all forms, all pressures past, 
That youth and observation copied there ; " &c. 

But the Memory of age is characterized by powers very 
different, though equally necessary and becoming to ad- 
vanced life, for though the Memory is weakened for the 
retention of words and forms and trivial impressions, it on 
the other hand is strengthened in its power to grasp ideas, 
and to mould and formulate them to its own purposes. The 
Jews, like many other ancient people, observed this peculiar- 
ity of Memory, but they had the wisdom to act upon it in 
their educational system, and to prevent any loss or perver- 
sion of these powers of acquisition peculiar to youth and 
early manhood, their law forbade them to enter into public 
life or to commence any public career or profession until the 



100 

age of thirty was attained. In many respects this was a 
great national saving, as it tended to discourage that early 
development and precocity of genius which frequently ruins 
the constitution, undermines the health, and deteriorates 
the nation physically. Also it allowed the mind to go on 
acquiring knowledge as long as the powers of acquirement 
lasted, and did not force into activity the superior mental 
powers until they were perfectly developed and fully ripe for 
their work. 

A nation which hurries too much the mental develop- 
ment of its people runs a great risk of having all moderately 
clever, but only a few minds will develop gigantic powers 
whose higher mental gifts are forced into activity long 
before the period of mind-storing is passed. Another fact 
which will account for this apparent weakening of Memory 
in the matured is the knowledge that in our youth the 
higher mental powers of reflection, abstraction, judgment, 
and reason generally remain undeveloped, and only the 
powers of perception and Memory are brought into constant 
activity, these two powers absorb all the blood which feeds 
the brain, and are thereby kept in perfect health and vigour, 
but as age advances these other powers are called into 
activity and take a share of the nourishment which was 
formerly monopolised almost wholly by the Perception and 
Memory. Hence the Memory cannot perform its operations 
with that readiness and vividness which formerly character- 
ized it, as it has been partially sacrificed to the development 
of the other powers, but let even the moderately aged turn 
their attention back to the cultivation of their Memory, and 
if they will give it daily and regular exercise, the blood will 
again be drawn gradually back to its old channels, the 
Memory will recover much of its former power, if not its 
former quickness, and will, by the absorbing attraction of 
regular exercise, take its share of nutriment along with the 
other organs of the brain. We have observed that there is 
often in the aged an aversion to what has been termed 
" Memory drill ; " but the daily exercise of Memor}' referred 
to above is not intended to be an irksome task but a cus- 
tomary pleasure, with that delicacy of taste and apprecia- 
tion of the good and beautiful which maturity possesses, it 
has an advantage which youth has not of being ever able to 



101 

provide itself with literary morsels of superior excellence 
wherewith to make this daily exercise of Memory a daily 
pleasure. The work daily allotted should be very small, 
consisting only of a passage from some Author or a text o 
Scripture ; the passages should be carefully selected, and 
possessing such force and beauty as to excite the activity 
and admiration, and thus secure the combined assistance of 
the other mental powers. The passage should be learned 
in the mornmg or at evening. If it is learned in the morn- 
ing it should be repeated in the evening just before retiring 
to rest ; if it is learned in the evening it should be repeated 
in the morning soon after awaking, before the mmd is 
directed to any other subject, and before this daily exercise 
of Memory has been repeated long it will be found that the 
passages are much more easily and quickly learned than 
when the practice was first begun. 

Having endeavoured to show in the preceding intro- 
ductory remarks that loss of Memory is not the inevitable 
result of age, but is frequently the result of mere changes in 
the mental activities, and also of inattention and neglect of 
the requirements of Memory, we shall now very briefly give 
a few rules and reasons bearing upon the Physical Cultiva- 
tion of Memory in general. 

First, then, we observe that perfect Memory greatly 
depends upon perfect nutrition. Unless the digestive 
powers are preserved in good order, and the food properly 
converted into blood, the Memory must suffer loss, because 
(1) no other part of our physical organization requires the 
same amount of blood in proportion to its size as the brain 
does ; (2) according to the force and rapidity with which the 
blood is directed to the brain are the operations of Memory 
performed ; thus, in the case of fever, when the blood, 
though charged with impurities, circulates with extra- 
ordinary rapidity, the bram is excited and the Memory is 
remarkably active ; the opposite extreme is observed when 
the action of the heart is weak, and the vitality low through 
protracted illness. Thus, if we would preserve the Memory 
in equal and healthy activity, we must preserve our nutri- 
tion perfect and the circulationfof the blood to the brain 
equal and regular. 



102 

Second. Perfect Memory greatly depends upon enjoy- 
able invigorating exercise. Bodily exercise is the only 
means by which the blood can be made to circulate rapidly 
and at the same time healthily. Much of the superior 
quickness and activity of the Memory of children before 
referred to is owing to their constant activity and love 
of play. 

Third. Perfect memory also greatly depends upon 
regular meals and rest. We could give many instances, if 
space would allow, to show how excessive fatigue makes the 
Memory at times utterly powerless. The Memory is always 
most active immediately after sleep — things which before 
were but very indistinctly remembered then come vividly 
before the mind. The Memory should never be taxed when 
the brain and body are weary, or when the blood is absorbed 
by the stomach in its work of digestion as is the case im- 
mediately after partaking of a meal. 

Fourth. Perfect Memory depends much upon plain 
nourishing food. Anything which stimulates the brain 
should be avoided, as some of our most common narcotics 
do. The action of opium upon the brain and Memory is 
well known. Under its influence the Memory is remarkably 
active and powerful, but its permanent effect is to enfeeble 
and destroy it altogether. On the other hand many of the 
drugs and medicines now used for sleeplessness, catarrh, 
neuralgia, and other complaints affecting the head, have a 
tendency to retard the circulation of blood to the brain, like 
Bromide cf Potassium. The almost certain result of the 
use of these medicines is the loss of Memor3^-power. Hence 
the great importance of this last Rule, keeping the body in 
health by plain and nourishing food, avoiding those ir- 
regularities which often bring about that state of health 
when to alleviate pain and secure rest such medicines are 
administered. It would be foolish to say that we could do 
without medicine altogether, but as a people we resort to 
drugs too frequently, and use them too readily, forgetting, 
and in many instances not knowing, the heavy penalty we 
pay for the use of them. If this fact were more generally 
considered, it would have a tendency to make us careful and 
more disposed to take the necessary trouble of more frequently 
arranging and altering our diet, and also our habits, when 



103 

getting physically out of order, instead of allowing the first 
beginnings of evil to go on unchecked, until recourse to 
strong medicine is necessary. 

This chapter on the Physical Culture of Memory would 
be incomplete if nothing was said directly bearing upon the 
important matter of food. As we have only just referred to 
this matter in a general way, we would take this opportunity 
of referring to it again. As we have before shown, our 
condition of Memory greatly depends upon our condition of 
body, and this very much depends upon the character of 
our food. It is very necessary, as the brain absorbs such a 
large quantity of blood, that the diet, while it is plain and 
digestible, should also be very nourishing. Many recom- 
mend that fish should form a regular and important part of 
a student's diet, on account of its phosphoric element, and 
its beneficial influence upon the brain, but fish is not agree- 
able to some persons, and the stomach seldom easily digests 
the food which it naturally dislikes. If fish is agreeable, it 
is advantageous as a brain diet, hut it should always be 
combined with other kinds of food. No kind of food, 
however agreeable and nourishing, should be taken too 
frequently. It has been found that even rabbits and guinea- 
pigs fed exclusively and continuously on wheat, oats, barley, 
or cabbage, died in fifteen days, while if fed upon any ot 
these substances alternately or in succession they remained 
in perfect health. Thus we see that in all forms of animal 
life frequent change of food is necessary in order to change 
and renovate the blood and preserve it pure. 

In concluding this chapter we would revert to some- 
thing but incidentally referred to earlier in the chapter, viz. : 
the time most favourable for exercising the Memory. It has 
been found that the Memory, as a rule, is most sensitive 
and active in the early morning or in the calm of the 
evening, when the mind, resting from the activities of the 
day, naturally reverts to itself, and settles down into that 
state of calm to which everything m nature around us is so 
conducive. Cicero, Cato, and many other distinguished 
men whose names we have not space to mention, have 
selected this period as the most suitable in which to exercise 
their Memories. Persons with feeble Memories for events 
should always before they retire review the circumstances 



104 

and events of the day, and thus test their recollection of 
what has occurred ; many by this practice alone have 
strengthened their Memory for events in a remarkable 
manner. 

But not only should a proper time be selected for 
exercising the Memory, but the exercise to b.e profitable 
must take place at regular intervals, not too frequently, lest 
the mind should be burdened and confused, and not too long 
a time allov^^ed to elapse between the exercises, or the benefit 
gained by one exercise will be lost as a preparation for 
another. The exercise of Memory must be regular, how- 
ever little that exercise may be, and as we have before 
mentioned what is learned in the morning should be 
repeated in the evening, and what is learned in the evening 
should be repeated in the morning. 




105 



GLOSSARY OF WORDS. 



^«5ro:RS3s 


ESElPIRESEIT^TIl^G 


n?:E3:s3 


c"srs»H[E::si. 


shew 


ho 


toad 


old 


whole 


coast 


tone 


boat 


show 


hoe 




scold 




host 


zone 


cote 


sloe 


lo 


doze 


sold 


coach 


most 




coat 


slow 


low 


froze 


told 


broach 


post 


cope 


dote 


snow 


grow 


close 




poach 


toast 


hope 


float 


so 


know 


hose 


bole 


roach 




grope 


gloat 


sow 


mow 


chose ■ 


cole 




blown 


mope 


groat 


stow 


no 


knows 


coal 


home 


sewn 


pope 


goat 


though 


oh 


nose 


bowl 


comb 


sown 


rope 


lote 


throw 


row 


rose 


dole 


dome 


bone 


scope 


mote 


throe 


roe 


prose 


droll 


foam 


cone 


soap 


moat 


trow 


sew 


pose 


foal 


loam 


crone 




rote 


tow 


woe 


those 


goal 


roam 


flown 


clove 


note 


toe 




foes 


mole 


rome 


grown 


drove 


quote 


bow 


bode 




pole 




hone 


grove 


oat 


blow 


goad 


bold 


role 


globe 


lone 


rove 


smote 


crow 


lode 


cold 


roll 


robe 


loan 


stove 


stoat 


dough 


load 


foaled 


scroll 


Job 


moan 


throve 


throat 


doe 


mode 


fold 


shoal 


probe 


own 


wove 


vote 


flow 


ode 


gold 


soul 




prone 


hove 


wrote 


foe 


road 


hold 


sole 


boast 


shewn 






glow 


rode 


mold 


stole 


ghost 


stone 


bloat 




go 


strode 


mould 


toll 


roast 


throne 


mote 




^i?»'o:Eti3s :ESE]E»:ESE:sE:]NrTj:i!iTC5- 


^i-TOri^:SE:R OliTE. 


run 


tun 


champ 


dance 


hand 


man 


plant 


pang 


shun 


ton 


tramp 


lance 


land 


clan 


pant 


slang 


bun 


son 


cramp 


glance 


strand 


scan 


rant 


sprang 


fun 


won 


damp 


trance 


sand 


span 


scant 




pun 




lamp 


prance 


stand 


pan 


slant 


swan 


hun 


cram 


swamp 




wand 


tan 


aunt 


con 


gun 


ram 


stamp 


and 




wan 




don 


done 


dam 




band 


bann 




bang 


bon 


nun 


ham 


font 


gland 


can 


ant 


clang 


on 


shun 


swam 


want 


bland 


fan 


cant 


fang 


one 


sun 






brand 


ran 


chant 


rang 


none 


stun 


camp 


chance 


grand 


dan 


grant 


bang 





106 





IJordt 


.' Fiepresentint/ Nwnher — 


ne ( Continuctl ). 




bond 


strong 


plump 


drnm 


thumb 




stung 


bunt 


fond 


throng 


pump 


dumb 


plumb 


bung 


sung 


punt 


pond 


thong 


rump 


gum 


numb 


rung 


swung 




wand 




stump 


glum 




chung 


tongue 


drunk 


conned 


. bump 


trump 


hum 


once 

nnnpo 


flung 


young 


monk 




clump 


thump 


mum 


LlUilOc 


dung 


wrong 


junk 


gong 


crump 




rum 


bunch 


hung 




slunk 


wrong 


dump 


bomb 


plum 


lunch 


]ung 


blunt 


sunk 


song 


hump 


come 


sum 


hunch 


slung 


brunt 


trunk 


long 


jump 


chum 


scum 


punch 


sprung 


grunt 


bunk 


prong 


lump 


crumb 


some 


munch 


strung 


hunt 


shrunk 


^UVOf^i:»S r^E:E»:KESEl*TIN^G 


3Wijrivi:BE:R T^«iro. 


blew 


hew 


yew 


rook 


bloom 


lune 


swoop 


choose 


brew 


hue 


you 


shook 


broom 


moon 


troop 


loose 


chew 


Jew 


woo 


look 


doom 


noon 


whoop 


moose 


ckie 


Kew 




Luke 


gloom 


soon 




news 


cue 


new 


brood 


took 


groom 


swoon 


boot 


use 


crew 


knew 


food 




boom 




loot 


duce 


do 


shoe 


mood 


mule 


loom 


hoop 


mute 


fuse 


due 


screw 


rood 


rule 


room 


coop 


lute 


boose 


drew 


strew 


hoof 


yule 


tomb 


droop 


brute 


ooze 


ewe 


shrew 


roof 


school 




soup 


root 


noose 


few 


threw 


proof 


fool 


spoon 


dupe 


route 


goose 


flue 


through 




cool 


boon 


loop 


shoot 


Ouse 


flew 


too 


book 


stool 


June 


poop 


suit 




glue 


true 


cook 


pool 


prune 


scoop 


soot 




grew 


view 


brook 




tune 


stoop 








^MTORDS DREI^IiESEWrTIN^G-THREE 


, 


bee 


key 


she 


beach 


teach 


leak 


sleek 


feel 


be 


knee 


the 


bleach 




Greek 


sneak 


heal 


sea 


lea 


thee 


breech 


beak 


leek 


speak 


heel 


fee 


lee 


three 


each 


bleak 


meek 


squeak 


keel 


flea 


me 


wee 


leach 


cheek 


peak 


week 


kneel 


flee 


pea 


we 


peach 


creek 


pique 


weak 


meal 


glee 


plea 


tree 


preach 


creak 


reek 




peal 


free 


quay 




reach 


eke 


streak 


deal 


peel 


he 


see 


beech 


speech 


freak 


shriek 


eel 


reel 



107 





Words Piepresenting- 


—Three ( 


Continued ). 




steal 


stream 


fleece 


cheat 


bleed 


clear 


sphere 


weep 


steel 


teem 


grease 


eat 


creed 


dear 


shear 




squeal 


team 


lease 


feat 


breed 


deer 


stear 


cleave 


teal 


theme 


niece 


feet 


feed 


drear 


steer 


grieve 


veal 




peace 


fleet 


greed 


fear 


tier 


eve 


we el 


been 


piece 


greet 


freed 


ear 


tear 


heave 


wheel 


bean 




meet 


knead 


year 


near 


leave 


zeal 


clean 


beast 


mete 


lead 


here 


pier 


sleeve 


seal 


dean 


east 


meat 


mead 


hear 




thieve 




green 


feast 


heat 


weed 


jeer 


creep 


weave 


dream 


keen 


least 


neat 


need 


leer 


deep 




cream 


lean 


priest 


peat 


plead 


Lear 


cheap 


breeze 


bream 


mean 




pleat 


read 


mere 


heap 


freeze 


beam 


mien 


breathe seat 


reed 


near 


keep 


ease 


deem 


queen 


seethe 


sheet 


seed 


peer 


leap 


please 


gleam 


screen 


sheath 


sleet 


speed 


queer 


neap 


sneeze 


ream 


seen 


wreath 


street 


steed 


rear 


peep 


squeeze 


scream 


scene 




sweet 




sear 


reap 


teaze 


scheme 


! spleen 


wheat 


treat 


beer 


seer 


sheep 


wheeze 


seam 


wean 


beat 




bier 


slear 


sleep 


these 


seem 




teat 


bead 


cheer 


smear 


steep 




steam 


cease 


bleat 


deed 


blear 


spear 


sweep 






^iHro]ESi2>s :E£EiJP£i::^SEs^n:^z:^G— :f^ou-:es. 




are 


ah^e 


pair 


where 


heart 


birth 


fir 


third 


bar 


air 


pear 


weir 


hart 


dearth 


cur 


word 


car 


bare 


rare 




part 


earth 


err 




czar 


bear 


scare 


card 


smart 


mirth 


fur 


sward 


far 


glare 


share 


bard 


start 




her 


horde 


jar 


care 


snare 


guard 


tart 


churl 


sir 


cord 


mar 


chair 


spare 


hard 


quart 


curl 


slur 


lord 


par 


dare 


square 


lard 


wart 


earl 


spur 


ward 


spar 


fare 


stare 


marred 


[ thwart 


furl 


stir 




star 


fair 


stair 


yard 




girl 




dirge 


tar 


flare 


swear 




birch 


hurl 


heard 


purge 


for 


hare 


tear 


art 


church 


pearl 


herd 


scourge 


nor 


han^ 


tare 


cart 


lurch 


whirl 


sherd 


serge 


or 


lair 


their 


chart 


perch 


twirl 


bird 


surge 


war 


mare 


there 


dart 


search 




curd 


urge 




pare 


ware 


mart 




blur 


gird 


verge 



108 



iro/y/.s lu'prcsent'nuj — Four / Continued ). 



curse 

hearse 

nurse 

purse 

terse 

verse 

worse 

birt 



fix 

six 
mix 

sticks 



curt 

blurt 

dirt 

flirt 

girt 

liuit 

pert 

shirt 

skirt 

spurt 



squirt 
wert 

learn 

churn 

earn 

fera 

heron 

learn 

spurn 



stern 
turn 
urn 
yearn 

born 

corn 

shorn 

horn 

scorn 



sworn 

thorn 

torn 

worn 

warn 

borne 

curve 
nerve 
swerve 



serve 

curb 
herb 
verb 

burke 
dirk 
firk 
lurk 



jerk 
kn-k 
lurk 
turk 
work 

burst 
durst 
curst 
erst 



thirst 
worst 





^wro^Rzxs 3Bt3E::E»£tE: 


1 SIS ISrm WG-lFI^H-E. 


" 


by 


sly 


voice 


Mike 


time 


sire 


mite 


blithe 


bye 


spy 




pike 


sHme 


spire 


plight 


lithe 


buy 


sty 


bride 


spike 




squire 


right 




cry 


tliigh 


bide 


strike 


gripe 


tire 


quite 


dive 


dry 


tie 


chide 




pipe 


wire 


rite 


gyve 


die 


vie 


died 


fife 


ripe 




site 


dri v^e 


he 


try 


dyed 


knife 


snipe 


bite 


sight 


hive 


fly 


why 


gUde 


life 


stripe 


cite 


slight 


nve 


eye 




guide 


rife 


type 


sight 


spite 


strive 


pie 


ice 


hide 


strife 


tripe 


blight 


spright 


thrive 


fry 


dice 


pride 


wife 


wipe 


bright 


smite 




high 


lice 


ride 






bight 


tight 


guise 


hie 


mice 


side 


chime 


dire 


fight 


trite 


prize 


nigh 


price 


slide 


climb 


fire 


height 


white 


wise 


my 


rice 


stride 


clime 


hire 


fright 


wight 


rise 


rye 


shce 


tide 


crime 


ire 


flight 


Wright 


size 


ply 


spice 


wide 


grime 


lyre 


kite 


write 




pry 


thrice 


cried 


hrae 


mire 


knight 




bribe 


shy 


trice 




rhyme 


quire 


night 


tithe 


scribe 


sigh 


twice 


dike 


prime 


choir 


light 


writhe 


tribe 


sky 


vice 


like 


tliyme 


shire 


might 


scythe 





i«ro:E^x»s jRK:i»isE:sE:N^mwrG— six:. 



brick 
dick 
kick 
crick 



chick 
click 
lick 
Mick 



pick 
nick 
prick 
quick 



sick 

thick 

wick 



sex 
vex 
next 
text 



beck 

check 

deck 



fleck 
neck 
peck 
speck 



109 



Words Bepresenting- — Six { Continued 



wreck 


dock 


stock 


pack 


^m 




tuck 


rig 




frock 




quack 


dreg 


duck 


truck 


sprig 


ox 


flock 


back 


rack- 


keg 


buck 




twig 


box 


knock 


black- 


slack 


leg 


chuck 


big 


wig 


fox 


mock 


clack 


sack 


peg 


luck 


dig 




cox 


lock 


crack 


smack 




pluck 


fig 






smock 


hack 


tack 


act 


puck 


jig 




clock 


rock 


jack 


track 


fact 


ruck 


gig 




block 


shock 


nack 




tract 


stuck 


pig 




cock 


sock 


lack 


beg 


tact 


suck- 


prig 






^^WOflCftS ]EtE:^JRESE3]J?«'TII*C3— SEI^.TEN'. 


. 


give 


muff' 


if 






pest 


Hst 


lust 


live 


puff 


cliff 


ash 


bess 


test 


mist 


bust 


sieve 


ruff 


skiff 


cash 


bless 


vest 


whist 


thrust 


dove 


rough 


sniff 


cIh sh 


cess 


nest 


twist 




love 


tough 


stiff 


crash 


chess 


west 


wrist 


blush 


glove 




whiff 


dash 


cress 


jest 




crush 


shove 


chaff 


tiff 


flash 


dress 




cross 


brush 


have 


laugh 




gash 


guess 


bliss 


dross 


bush 




gaff 


ass 


gnash 


less 


kiss 


foss 


flush 


cough 


quaff 


brass 


lash 


mess 


hiss 


loss 


rush 


off 


staff 


class 


hash 


press 


this 


moss 


hush 


trough 




gas 


plash 


stress 


is 


toss 




scoff 


cleft 


glass 


rash 




miss 


was 


huss 


bluff 


left 


grass 


mash 


best 


whiz 




fuss 


buff 


theft 


has 


sash 


lest 


dish 


dust 


thus 


cuff 


draft 


as 


quash 


breast 


fish 


crust 


truss 


huff 


draught 


lass 


slash 


crest 


wish 


trust 


us 


gruff 


haft 


mass 


thrash 


guest 




must 




luff 




pass 


trash 


rest 


fist 


just 






-wroni^s :RE]E»:RK:sEKrTiBircj-Ei:Gn:T. 




hate 


grate 


prate 


straight brat 


mat 


spat 


base 


bait 


mate 


plate 


weight 


cat 


hat 


that 


brace 


date 


late 


sate 


freight 


chat 


pat 


vat 


case 


fate 


wait 


skate 




fat 


plat 


sat 


dace 


gate 


plait 


slate 


at 


flat 


rat 


yacht 


chase 


great 


rate 


state 


bat 


gnat 


sprat 




face 



110 





TI 


^ords Hep 


yresenfiiKj- 


— FA(ilit ( Continued ) . 




grace 


ale 


sprain 


reign 


pit 


cot 


slut 


make 


lace ' 


dale 


strain 


rain 


quit 


dot 


smut 


quake 


mace 


bale 


gam 


rein 


sht 


clot 


strut 


rake 


pace 


hail 


stain 




split 


got 




stake 


place 


bail 


swain 


aim 


spit 


hot 


chaste 


sake 


race 


fail 


train 


blame 


tit 


jot 


haste 


slake 


space 


frail 


twain 


came 


twit 


knot 


paste 


snake 


trace 


gale 


vain 


claim 


whit 


not 


taste 


take 




hale 


vein 


dame 


wit 


lot 


waste 


wake 


aid 


jail 


wane 


fame 


writ 


plot 






glade 


mail 


bane 


flame 


mit 


pot 


ape 


doubt 


braid 


male 


blain 


frame 




rot 


cape 


gout 


blade 


nail 


brain 


game 


bet 


scot 


grape 


pout 


jade 


quail 


cane 


lame 


debt 


shot 


gape 


scout 


lade 


rail 


chain 


name 


fret 


squat 


rape 


shout 


made 


sail 


crane 


tame 


get 


sot 


drape 


spout 


maid 


sale 


drain 


shame 


jet 


spot 


scrape 


trout 


weighed scale 


Dane 




yet 


what 


shape 




shade 


snail 


fain 


bit 


let 




tape 


bathe 


raid 


stale 


feign 


fit 


net 


but 




lathe 


shade 


trail 


grain 


sit 


pet 


cut 


ache 


swathe 


trade 


tale 


lain 


cit 


set 


glut 


bake 


scathe 


wade 


veil 


lane 


flit 


sweat 


butt 


cake 






vale 


main 


grit 


threat 


hut 


brake 




waif 


wail 


mane 


hit 


whet 


nut 


break 




chafe 


whale 


pain 


kit 


wet 


put 


drake 




safe 




plain 


knit 




rut 


flake 






slain 


plane 


nit 


blot 


shut 


lake 






^inrof^x»!B KLE::E»K:ESE:]iW]riJNrG- 


ISitJ^JSI^l. 




nine 


shine 


vine 


grind 


grin 


spin 


hymn 




bine 


Khine 


w^ine 




in 


thin 


him 


Ben 


line 


sign 


whine 


bin 


inn 


twin 


limb 


den 


dine 


spine 


bmd 


chin 


kin 


win 


skim 


fen 


chine 


shrine 


kind 


din 


pin 




slim 


glen 


fine 


swine 


find 


fin 


shin 


brim 


swim 


hen 


kine 


thine 


mind 


jii^ 


sin 


dim 


trim 


ken 


mine 


tyne 


hind 


gin 


tin 


rim 


sim 


men 


pine 


twine 


blind 


glyn 


skin 


grim 


Tim 


pen 



Ill 



Words Bepresentimi — yine t Continued j. 

then fend tend sent 

when friend trend dent 

wren lend vend blent 

mend wend gent 

bend rend Kent 

end send bent lent 

blend spend cent meant 



pent 


J em 


nnse 


sense 


rent 


hem 


since 


thence 


spent 


stem 


wince 


whence 


tent 


them 






vent 




pence 




went 


mmce 


hence 






prince 


dense 






112 



O X 


O 2 


O 3 


O 4 


O 5 


ocean 


globule 


holy 


homer 


low tide 


lotion 


boat-hook 


loAvly 


roamer 


hautboy 


potion 


cocoon 


pony 


pohir 


post boy 


motion 


old moon 


bony 


solar 


go by 


notion 


old shoe 


rosy 


row^er 




roman 


so few 


posy 


mower 




On an 


no room 


croak y 


roller 


rS 


foeman 


m 


smoky 


poker 




joram 


^ s 


mouldy 


ocre 


'm 


forum 




trophy 


loafer 


<D 


bowman 






bloater 


-4-3 


postman 


o^ 

O t^o 




voter 


Z'P 


oakmn 


?H S 




blower 


t^ 








slower 


O 




^1 










^-^ 






iB 




02 






% 




O 






O 


O 6 


O TT 


O 8 


O 9 


lO 


moleck 


notice 


poet 


crowing 


banjo 


row lock 


lotus 


omit 


rowing 


Congo 


pocock 


locust 


bowsprit 


sowing 


Mungo 


kopeck 


crocus 




loamnig 


sunstroke 


poleaxe 


bonus 




moaning 


unyoke 




Jonas 




groaning 


unfold 


CD 


knowest 


growing 


untold 


^ 


blowest 


'm 


showing 


manhole 




Joseph 




throwing 


control 






a » 


going 


console 


qS 


roses 


2i 


token 


compose 


g» 


Moses 


omen 


unknown 






l§ 


lowing 






g 


towmg 








(D 






^ 




.s 






IS 

a 

o 

o 




a 

c 
o 







113 



IX 


12 


X3 


x^ 


X5 


onion 


canoe 


monkey 


hammer 


bonfire 


common 


on view 


donkey 


panther 


conspire 


cannon 


lampoon 


mummy 


banner 


annoy 


gammon 


thumbscrew 


funny 


tanner 


comply 


tom thumb 


bamboo 


money 


runner 


convoy 


humdrum 


undo 


sunny 


gunner 


untie 


mammon 


commune 


plumtree 


camphor 


contrive 


amnion 


commute 


bandy 


lumber 


transcribe 


Canton 


compute 


handy 


number 


concise 


London 


manure 


sandy 


amber 


confide 


undone 


unsure 


dandy 


rambler 


compile 


quondam 


Canute 


brandy 


angler 


transpire 


random 


uncouth 


humbly 


tumbler 


umpire 


sandon 


tom -fool 


comely 


banker 


comprise 


hangman 




honey 


canker 


unwise 


hansom 




bonny 


planter 


conjoin 


phantom 




shanty 


thunder 


sometime 


bantam 




Dante 


blunder 


sunrise 


puncheon 




sunbeam 


slumber 


one eye 


unction 






Humber 




16 


XT 


xs 


X9 


20 


hammock 


handcuff 


trumpet 


pumpkin 


Crusoe 


compact 


handmuft' 


jampot 


famine 


shoe-sole 


transact 


canvas 


bonnet 


nonsense 


do so 


contract 


languish 


hamlet 


contempt 


you know 


connect 


anguish 


campaign 


commence 


grew sore 


concoct 


unless 


sonnet 


condense 


blue coat 


convict 


confess 


hand rail 


coming 


Jew wTote 


transfix 


transgress 


translate 


Blondin 


tombstone 


annex 


undress 


bondslave 


landing 


soon home 


complex 


confest 


conclave 


unkind 




convex 


contest 


cannot 


consign 




conduct 


congest 


comet 


confine 




construct 


unrest 


commit 


combine 




bannack 


consist 


complot 


consent 




ransack 


ambush 


bandit 


content 




comeback 


conquest 


champagne 


contend 




context 


congress 


landscape 


humming 




chronic 


fondness 


unsafe 


summing 




frantic 


punish 


convey 


running 




antic 


honest 


complani 







114 



21 


22 


23 


24 


25 


stewpan 


jujube 


tureen 


ewer 


schoolboy 


flurauce 


'ziUu 


beauty 


newer 


new toy 


human 


blue-book 


duty 


rhubarb 


unite 


Newland 


boot-hook 


sooty 


Tudor 


moonlight 


Ulan 


true bhie 


gloomy 


tutor 


new hght 


truant 


new shoe 


roomy 


fewer 


blue eye 


truman 


new rule 


coolie 


purer 


rook pie 


Newton 


new school 


ruly 


surer 


goose oil 


Teuton 


new moon 


duly 


bloomer 


newsboy 


Susan 


too soon 


purely 


ruler 


July 


Soudan 




surely 


curer 


fruit pie 






fury 


future 


look high 






Jewry 


pewter 








JuiT 


neuter 








Susy 


brewer 








puny 


bugler 








fusee 


humour 








booby 


tumour 








Lucy 


lucre 








ruby 


suitor 




26 


2^ 


2S 


29 


30 


shoeblack 


tourist 


cruet 


student 


negro 


blue frock 


Jewess 


suet 


roofing 


Defoe 


eunuch 


Suez 


curate 


ruin 


Creole 


tunic 


Judas 


duet 


soothing 


below 


new dock 


lewdness 


roulette 


shooting 


bemoan 


music 


rudeness 


humane 


brewing 


reproach 


screwjack 


toothless 


moonlit 


looking 


reload 


boot jack 


shoeless 


look out 


prudent 


bespoke 


Lubeck 


Lucas 


book case 


prudence 


revoke 


rubric 


mucous 


shoe lace 


pew rent 


behold 




mulish 


crusade 


bruin 


elope 




foolish 


unit 


new inn 


remote 




fruitless 




stewing 


devote 




prudish 




supine 


denote 




roofless 






depose 




Kufus 






repose 




ruthless 










brutish 










sootish 









115 



31 


32 


33 


34: 


35 


besom 


beetroot 


seaweed 


cigar 


beehive 


reason 


tree root 


seabeach 


debar 


derive - 


season 


Hebrew 


beseech 


cedar 


deride 


began 


bedew 


beefsteak 


regard 


beside 


Sedan 


review 


easy 


reaper 


seaside 


trepan 


renew 


repeal 


cheaper 


decide 


remand 


pea soup 


reveal 


keeper 


Sepoy 


demand 


resume 


redeem 


sleeper 


decry 


recant 


rebuke 


degree 


peeper 


defy 


Besant 


seclude 


decree 


creeper 


deny 


beyond 


prelude 


deceive 


dreamer 


defile 


belong 


elude 


believe 


steamer 


beguile 


seaman 


delude 


receive 


preacher 


revile 


Leman 


seduce 


retrieve 


teacher 


desire 


benumb 


reduce 


defeat 


Cffisar 


retire 


become 


recluse 


deceit 


depart 


delight 


beguQ 


repute 


retreat 


sweetheart 


recite 


demon 


refute 


decrease 


return 


divide 


treason 


recruit 


release 


tea urn 


revive 


deacon 


dilute 


between 


beware 


deprive 


36 


3T 


38 


39 


-4:0 


peacock 


gira,ffe 


teapot 


sealskin 


barrow 


seasick 


Freeslialf 


besot 


mealtin 


harrow 


beeswax 


enough 


create 


feeling 


narrow 


relax 


rebuff 


debate 


peeling 


sorrow 


detract 


depress 


relate 


kneeling 


morrow 


enact 


redress 


regret 


begin 


corrode 


react 


repress 


beset 


heaping 


forebode 


refract 


refresh 


beget 


beating 


fort old 


detect 


bequest 


emit 


keeping 


morose 


deject 


detest 


refit 


reading 


forego 


object 


digest 


debase 


eating 


foreknown 


erect 


divest 


retrace 


sleeping 


foreshow 


elect 


request 


deface 


reaping 


o'er thrown 


reflect 


Kemus 


bewail 


leaping 


burrow 


reject 


Demas 


regale 


creeping 


furrow 


select 


desist 


retail 


reeling 


borrow 


deduct 


resist 


degrade 


healing 


charcoal 


be quick 


repast 


detam 


resign 


Marco 


prefix 




refrain 


repine 




Eric 




regain 
remain 


behind 
remind 
decline 





IIG 



X 


4a 


43 


44 


45 


organ 


harpoon 


Turkey 


warder 


tortoise 


Morgan 


curfew 


murky 


garter 


porpoise 


Jordan 


pursue 


dirty 


tartar 


perspire 


fortune 


perfume 


darkey 


mirror 


foresight 


Horton 


forsook 


perceive 


order 


survive 


Norton 


partook 


foresee 


horror 


surprise 


Gorton 


permute 


sherry 


larder 


surmise 


Mordaunt 


pursuit 


perry 


further 


airtight 


pardon 


hirsute 


berry 


father 


fair-fight 


Larum 


forsooth 


bury 


Martha 


Carlisle 


person 


foreknew 


sorry 


murder 


Carlyle 


parson 


cartoon 


Orry 


murmur 


turmoil 


arson 


Khartoum 


curtsey 


farmer 


purloin 


carman 


Gertrude 


party 


harbour 


sirloin 


carrion 




hearty 


sorter 


fortnight 


baron 




orgal 


carter 




Sharon 




firtree 


charmer 
swearer 
bearer 
border 




46 


4^ 


48 


49 


so 


burdock 


carcass 


carpet 


curtain 


milestone 


garhc 


Argos 


target 


firkin 


limestone 


arrack 


heiress 


forget 


certain 


Shiloh 


correct 


fairest 


cornet 


virgin 


tyro 


perplex 


arras 


forgot 


hairpin 


toyshow 


perfect 


cuirass 


harlot 


per kin 


by road 


lyric 


morass 


hermit 


jerkin 


high road 


Herrick 


surpass 


carrot 


tearing 


sly rogue 


Garrick 


forecast 


parrot 


airing 


my own 


Carrie k 


caress 


Charlotte 


bearing 


Tyrone 


barrack 


arrest 


hornet 


wearing 


high-flown 


Arctic 


purchase 


market 


curling 


Milo 


forelock 


furnish 


ferret 


furling 


fly- blown 


verdict 


forgive 


arcade 


hurling 


iceboat 




forest 


parade 


whirling 






nervous 


persuade 


goring 






careless 


pervade 


soaring 






■ hairless 


ordain 


pouring 






Marcus 


forsake 


snoring 






persist 


partake 
curtail 


working 
shirking 





117 



5X 

lion 


52 

toybook 


53 

ivy 


54 

tiger 


55 

lifebuoy 


Zion 


high school 


tidy 


rider 


high tide 


syphon 


boy blue 


wily 


spider 


fire side 


pliant 


high stool 


icy 


cloister 


fire-light 


finance 


sky blue 


tiny 


oyster 


sky-light 


tyrant 


wild goose 


sprightly 


riper 


bright-eyed 


hydrant 


typhoon 


nightly 


viper 


bright -side 


iron 


high pew 


Phny 


piper 


night-light 


Ireland 


tight shoe 


briny 


crier 


fire-fly 


island 




slimy 


liar 


bye by 


Hilam 




spicy 


cider 


childlike 


Hiram 




knightly 


wider 


typhoid 


Byron 




brightly 


biter 


side-light 


Simon 




oily 


writer 




bison 




Eiley 


nitre 




poison 




miry 
fiery 
wiry 
shyly 


mitre 
lighter 
fighter 
snider 




56 


5T 


58 


59 


60 


knife box 


whitewash 


pilot 


trident 


echo 


climax 


ibis 


Pilate 


silent 


Wicklow 


direct 


digest 


pirate 


dying 


cockroach 


shylock 


Irish 


riot 


lying 


black hole 


firelock 


stylish 


Wyatt 


spying 


big toe 


dry dock 


pie crust 


Myatt 


crying 


expose 


high rock 


Cyprus 


fiat 


buying 


dog-rose 


my frock 


Cyrus 


white bait 


sighing 


pig's-nose 


wild hog 


cypress 


white hat 


prying 


coxcomb 


sly dog 


Titus 


my lot 


biting 


big stone 


dry sticks 


eye lash 


lie late 


fighting 


explode 


high back 


my love 


dry mat 


hghting 


foxhole 




thy love 


fly at 


slighting 






Midas 


high way 


blighting 






Silas 


by way 


firing 






Dions 


high day 


hiring 






3ias 


by lane 








joyous 


climate 








joyless 










eyelash 









118 



6X 

packman 


62 

cuckoo 


63 

jockey 


64 

cracker 


6S 

necktie 


auction 


excuse 


cockney 


backer 


pig sty 


faction 


exclude 


figtree 


thicker 


black eye 


action 


exude 


exceed 


wicker 


bagpipe 


Dixon 


exhume 


succeed 


bicker 


black pipe 


fiction 


accrue 


duckweed 


flicker 


big light 


Stockton 


big shoe 


buckbean 


Procter 


big kite 


Buxton 


frog stool 


lucky 


doctor 


big toy 


Caxton 


log book 


plucky 


vigour 


cock fight 


diction 




^g^J 


figure 


thick night 


Lackland 




lackey 


nigger 


dog fight 


black swan 




blackey 


beggar 


exile 


wigwam 




Hackney 


bigger 


excite 


succumb 






liquor 


acquire 


expunge 






wrecker 


expire 


expand 






rocker 


exploit 


expanse 






mocker 




extant 






knocker 




dockman 






blacker 




blackstone 






picture 




66 


6T 


68 


69 


TO 


pickaxe 


Bacchus 


bucket 


chicken 


lasso 


picklock 


access 


locket 


licking 


disrobe 


Pickwick 


aggress 


rocket 


kicking 


disown 


picnic 


success 


pocket 


picking 


disthrone 


extract 


express 


wicket 


extent 


aslope 


quick stick 


exist 


cricket 


extend 


discourse 


exact 


accost 


ricket 


accent 


dispose 


expect 


exhaust 


picket 


expense 


disclose 


neglect 


legless 


socket 


fixing 


bestow 


knickknack 


Skegness 


bracket 


mixing 


crossroad 




luckless 


racket 


stocking 


Castro 




jackass 


packet 


mocking 






flagstaff 


drugget 


knocking 






Macduff 


nugget 
acquit 
exit 
jacket 


shocking 
cackhng 
Dickens 





119 



Tl 


TS 


73 


74 


T5 


pheasant 


costume 


cofiee 


quiver 


sapphire 


lesson 


mushroom 


toffee 


treasure 


bastile 


Weston 


mistook 


pussy 


measure 


assize 


ration 


misrule 


fussy 


pleasure 


aside 


vision 


dispute 


lassie 


Esther 


astride 


mission 


misuse 


Cassy 


jester 


descry 


passion 


disused 


dizzy 


lesser 


espy 


bastion 


disproof 


rusty 


master 


dislike 


fashion 


assume 


dusty 


castor 


pastime 


distant 


assure 


musty 


faster 


aspire 


distance 


askew 


disease 


plaster 


esquire 


cousin 


eschew 


displease 


presser 


affright 


cushion 


astute 


cashier 


wrestler 


disguise 


fustian 


buffoon 


austere 


Hussar 


chastise 


fishpond 




esteem 


river 


Castile 


question 




blaspheme 


giver 




rostrum 




trustee 


never 




nostrum 




lessee 


ever 
liver 
lover 




TB 


TT 


T8 


'79 


80 


hassock 


mastiff 


musket 


muffin 


motto 


physic 


fastness 


basket 


coffin 


grotto 


mystic 


vastness 


casket 


coughing 


pithole 


rustic 


moustache 


russet 


laughing 


attone 


cassock 


Christmas 


rough it 


Ruskin 


gritstone 


cossack 


massive 


buffet 


muslin 


whetstone 


distract 


passive 


covet 


assign 


cat's-paw 


dissect 


fishes 


rivet 


design 


hat show 


suspect 


Croesus 


estate 


javelin 


rat hole 


Chiswick 


possess 


mistake 


passing 


hot coal 


snuffbox 


discuss 


biscuit 


pushing 


hot roll 


caustic 


distress 


essay 


rushing 


kitto 


Essex 


misgive 


dismay 


crushing 


cato 


Sussex 


assess 


display 


blessing 


May-i3ole 




assist 


astray 


pressing 






dismiss 


escape 


loving 






distrust 


assail 


living 






disgust 


cascade 


giving 






crevice 


disdain 


scoffing 






mischief 




having 





120 



81 


82 


83 


84 


85 


liatstand 


pothook 


settee 


grater 


potboy 


cotton 


spittoon 


city 


greater 


Lot's wife 


Hatton 


attune 


pity 


prater 


foot light 


Watson 


tattoo 


ditty 


nature 


attire 


bottom 


statute 


Kitty 


cutler 


satire 


atom 


footstool 


witty 


butler 


nut oil ^ 


button 




Patsy 


waiter 


cat eye 


Sutton 




Betsy 


traitor 


daylight 


nation 




petty 


potter 




station 




jetty 


butter 




Briton 




putty 


better 




matron 




Paley 


fetter 




bacon 




daily 


letter 




patron 




daisy 


hatter 




Satan 




crazy 


matter 




Laban 




lazy 


fitter 




Ham an 






litter 




cayman 






bitter 




Kutland 






platter 




Jutland 










86 


8^ 


88 


89 


so 


hatbox 


mattress 


hatchet 


patten 


window 


mattock 


lettuce 


latchet 


kitten 


winnow 


Attock 


lattice 


cadet 


mitten 


encroach 


attract 


atlas 


catgut 


bitten 


Pinto 


attack 


cutlass 


what-not 


written 


minnow 


lay cock 


footless 


tit-bit 


batten 


enrobe 


hay cock 


buttress 


chit-chat 


tatting 


enclose 


hay rick 


gratis 


maintain 


Latin 


enfold 


mattock 


cut glass 


attain 


matin 


enroll 




hatless 


pay day 


satin 


enthrone 




tasteless 


May day 


latent 


invoke 




races 




patent 


in hope 




faces 




knitting 


inwove 




laces 




fitting 


impose 




Cadiz 




flitting 

spitting 

betting 

setting 

getting 

wetting 


pinfold 
limbo 



121 



91 


92 


93 


94 


95 


lemon 


hymn-book 


penny 


fender 


penknife 


Kenyon 


entomb 


Jenny 


Endor 


imbibe 


pioion 


ensue 


finny 


sender 


inscribe 


minion 


imbrue 


dimly 


gender 


entice 


Mint on 


inhume 


simply 


lender 


invoice 


Lincoln 


Hindoo 


wintry * 


vendor 


imply 


mention 


impute 


gentry 


tender 


inside 


tension 


induce 


entry 


timber 


insight 


Fenton 


include 


sentry 


splendour 


indite 


Benson 


intrude 


tiny 


swimmer 


in time 


Henson 


immure 


finely 


singer 


in rhyme 


pension 


insure 


timely 


ringer 




tympan 


inure 


blindly 


dinner 




Hinnom 




kindly 


thinner 




rimmon 




Lindley 


winner 




enchant 




Henley 


summer 




encamp 




empty 


enter 




entrance 




plenty 


fender 




ding dong 




indeed 


cinder 








impede 


tinder 




96 


9T 


98 


99 




mimic 


windless 


linnet 


engine 




inflict 


Indies 


minute 


linen 




insect 


tennis 


gimlet 


winning 




induct 


finish 


ingrate 


swimming 




hemlock 


thinish 


inmate 


sinning 




chymic 


limbless 


Bennett 


trimming 




KcDdric 


sinless 


emmett 


Linden 




inject 


endless 


embrace 


grinning 




inspect 


gymnast 


invade 


singing' 




inflect 


Indus 


engage 


ringing 




intact 


inmost 


enrage 


swinging 




index 


hindmost 


impale 


lending 




syntax 




inhale 
entail 
in vain 
enchain 
in haste 
in grave 
inlay 
limit 


bending 

endingr 

wending 

sending 

rending 





122 



101 commotion 

103 canopy 

104 composer 

108 annotate 

109 anodyne 
111 companion 

114 commander 

115 canonise 

117 wantonness 

118 cannonade 

119 commandment 
121 conclusion 

127 conducive 

128 amputate 

129 concubine 

130 antidote 

131 champion 

132 ante room 

133 vanity 

134 monitor 

135 antichrist 

137 handicraft 

138 candidate 

139 continent 

140 thunderbolt 

141 conversion 

142 kangaroo 

143 canary 

144 wanderer 

145 drummer-boy 

146 Antarctic 

147 handkerchief 

148 banneret 

149 undermine 
151 annoyance 
154 lamplighter 
157 bronchitis 

159 handwriting 

160 anecdote 

161 complexion 
164 conductor 



170 phantoscope 

171 confession 

173 honesty 

174 ancestor 

176 fantastic 

177 compasses 

178 confiscate 

179 punishment 
181 plantation 

183 committee 

184 translator 
191 convention 
194 condenser 

197 drunkenness 

198 compensate 

199 contentment 
214 cucumber 
216 pneumonic 
224 tubular 
227 scrupulous 

230 studio 

231 Puritan 

233 Jubilee 

234 Juniper 

235 stupefy 

236 crucifix 

237 furious 

238 muriate 

239 nutriment 

243 rookery 

244 usurper 

245 supervise 
247 Eucharist 
249 superfine 
267 blue-stocking 
271 musician 
277 nutritious 

280 mulatto 

281 duration 

283 humanely 

284 newspaper 



286 rheumatic 

294 book-binder 

297 looking-glass 

300 creosote 

301 decorum 

306 heroic 

307 ferocious 

310 piano 

311 presumption 
314 decanter 
316 pedantic 
321 delusion 
324 seducer 

327 delusive 

330 merino 

331 medium 

333 deity 

334 redeemer 

335 petrify 

337 tedious 

338 mediate 

339 requiem 

340 wheelbarrow 

341 desertion 

342 departure 

343 scenery 

344 reporter 

347 eagerness 

348 demerit 

349 preferment 
351 defiance 

353 delighted 

354 designer 
357 decisive 

359 refinement 

360 sirocco 

361 prediction 

363 dejected 

364 reflector 
367 detective 
371 petition 



123 



373 cuirassier • 

374 deliver 
377 delicious 

379 refreshment 

380 stiletto 

381 creation 

383 degraded 

384 creator 

386 emetic 

387 evasive 

390 memento 

391 pretention 

393 regency 

394 defender 
397 relentless 

399 delinquent 

400 aeronaut 

401 cormorant 

402 arrowroot 

403 argosy 

404 corona 

405 acropliyte 

406 orthodox 

407 corrosive 

408 coronet 

409 heroine 

410 Toronto 

413 Burgundy 

414 guarantor 

415 circumcise 

416 sardonic 

417 organist 

418 personate 

419 circumvent 

423 perjury 

424 circular 

427 garrulous 

428 fortunate 

429 porcupine 

430 torpedo 

431 artizan 



432 fortitude 

433 Pharisee 

434 gardener 

435 Carmelite 

436 heretic 

437 terminus 

438 chariot 

439 harlequin 
441 martyrdom 

443 surgery 

444 murderer 

447 barbarous 

448 verberate 
454 survivor 

459 surprising 

460 morocco 

461 correction 
464 character 

467 perspective 

468 air-jacket 
471 perdition 
474 barrister 
476 sarcastic 

478 perquisite 

479 nourishment 

480 farrago 

481 persuasion 
484 surveyor 
486 carpet-bag 
489 surveying 
491 Birmingham 

493 certainty 

494 carpenter 

496 arsenic 

497 portentous 
499 turpentme 
503 pioneer 
505 idolise 

507 lioness 

508 violet 

509 violin 



510 night-commode 

511 triumphant 

513 irony 

514 highlander 
516 gigantic 
541 lighterman 

543 bribery 

544 loiterer 
547 boisterous 
554 fire-lighter 

570 microscope 

571 Irishman 
577 righteousness 
581 highwayman 
584 rioter 

587 quietness 
589 oil-painting 
591 frying-pan 

597 isinglass 

598 nightingale 

599 fire-engine 

600 piccolo 

601 explosion 

604 October 

605 crocodile 

607 octopus 

608 acrobat 

611 backgammon 

613 auctioneer 

614 seconder 

615 reconcile 

617 accomplish 

618 waggonette 

619 recompense 
621 occupant 

624 secular 

625 occupy 
647 liquorice 
649 nectarine 
651 exciseman 
654 backbiter 



124 



659 acquirement 
665 recognize 
668 pickpocket 
671 accession 

673 sacristy 

674 aggressor 
678 explicit 

680 octavo 

681 dictation 

683 bigotry 

684 bricklayer 

685 pocket-knife 

686 quixotic 

688 cricket-bat 

689 acquitment 

690 extempore 

691 extension 
694 rocking-chair 
697 mackintosh 

703 devotee 

704 passover 

705 chrysolite 

707 frivolous 

708 desolate 

710 discompose 

711 husbandman 
713 peasantry 

717 astonish 

718 esplanade 

723 refugee 

724 muscular 

726 bivouac 

727 Esculus 

728 rivulet 

730 mosquito 

731 covenant 

732 destitute 

733 destiny 

734 officer 

735 testify 
737 precipice 



738 profligate 

739 dividend 

741 fisherman 

742 afternoon 

743 raspberry 

744 plasterer 

745 reservoir 
747 governess 
751 affiance 
754 as signer 
759 assignment 
761 destruction 
764 disfigure 

767 effective 

768 castigate 
771 discussion 

773 sophistry 

774 trespasser 
777 asbestos 
779 assassin 
781 cessation 
784 testator 

786 ascetic 

787 crustaceous 
791 ascendant 

793 assembly 

794 messenger 

797 cavendish 

798 fascinate 
801 ottoman 
806 rhetoric 
808 bayonet 
810 button-hole 

813 vacancy 

814 stationer 

815 patronage 

816 atlantic 
821 petulant 
824 ale-brewer 

828 saturate 

829 flatulent 



830 petticoat 

831 aide-de-camp 

832 attribute 

833 strategy 

834 gamekeeper 

835 ratify 

838 etiquette 

839 ahen 
841 veteran 

843 attorney 

844 flatterer 

845 butterfly 

846 cataract 

847 bitterness 

848 favourite 

849 chattering 
861 attraction 
864 nut- cracker 
867 attractive 

873 atmosphere 

874 paymaster 

875 satisfy 

876 retrospect 
880 bravado 
884 attainder 
891 attendance 
893 patentee 
897 attentive 

902 introduce 

903 crinoline 

904 inclosure 

907 cenotaph 

908 renovate 

909 indolent 

910 incommode 

911 injunction 

913 chimpanzee 

914 pensioner 

915 dynamite 

916 dynamic 

917 encompass 



125 



918 remonstrate 

919 encumbent 
921 infusion 

923 penury 

924 singular 

927 strenuous 

928 stimulate 

929 genuine 

930 envelope 

931 mendicant 

932 institute 

933 remedy 

934 vinegar 

935 simplify 

936 intellect 

937 pentecost 

938 imitate 



939 penitent 

940 interlope 

941 immersion 

942 interlude 

943 memory 

944 emperor 

945 enterprise 

946 interdict 

947 interest 

948 temperate 

949 insurgent 

950 embryo 

953 enquiry 

954 enquirer 
959 enlighten 
961 infliction 
963 mimicry 



964 inspector 

967 vindictive 

970 indispose 

971 impression 

973 dynasty 

974 impostor 
976 gymnastic 

978 implicit 

979 investment 
981 sensation 
984 engraver 
991 intention 

993 engineer 

994 inventor 

996 intrinsic 

997 incentive 





ZJ) ll,;^ 



Deacidified using the Bookkeeper proa 
Neutralizing agent: Magnesium Oxide 
Treatment Date: Oct. 2004 



PreservationTechnoIogif 

A WORLD LEADER IN PAPER PRESERVAT 

1 1 1 Thomson Park Drive 
Cranberry Township, PA 16066 
(724) 779-2111 



r/ 



vr 



■^^'- 



V] 






-''T-/y 



j-^ 



}^ 



LIBRARY OF CONGRESS 




013 373 234 2 






